|Name||Adderley Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 December 2016|
|Address||Arden Road, Saltley, Birmingham, West Midlands, B8 1DZ|
|Religious Character||Does Not Apply|
|Number of Pupils||593 (53% boys 47% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||34.7%|
|Percentage English is Not First Language||86.2%|
Information about this school
Adderley Primary School is a much larger than average primary school. The school runs a well-attended breakfast club. The proportion of pupils who are disadvantaged and receive support from the pupil premium is well above average. The proportion of pupils who have special educational needs and/or disabilities is a little below average. The majority of pupils are of Pakistani heritage. One in five pupils is of Black African heritage. Many pupils speak English as an additional language, and several are at an early stage of learning English. The school has experienced quite a high turnover of staff, and five teachers have joined the school this academic year. The school is a UNICEF rights respecting school and holds a number of other awards, including the Leading Aspect Award for the teaching of pupils who speak English as an additional language. In 2015, the school met the government’s floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher, well supported by other senior leaders, has successfully addressed the issues from the last inspection and sustained high expectations for both staff and pupils. The school culture celebrates diversity and strongly promotes respect for all. Governors have acted on recent advice and now provide effective oversight of the school. Good teaching and assessment ensure that children make a strong start in the early years provision. Pupils benefit greatly from a broad curriculum and good extra-curricular opportunities. Leaders’ promotion of pupils’ spiritual, moral, social and cultural education is outstanding. Staff are well trained to provide effective support for pupils who have special educational needs and/or disabilities and those in the early stages of learning English. Teachers sometimes give insufficient attention to arousing intellectual curiosity and encouraging pupils to think in new ways. On occasion, the work set for the most able pupils is insufficiently demanding. Teachers check infrequently that their judgements of pupils’ work correspond with those made more generally. Staff rarely benefit from observing best practice elsewhere. Inspection evidence showed that pupils across the school are currently making strong progress in English, mathematics and a range of other subjects, including art, French and personal, social and health education. Teaching is good. Teachers know their pupils’ abilities well and set work that builds on what they can already do. A consistent emphasis on new vocabulary promotes pupils’ literacy well. Safeguarding is highly effective. Leaders ensure that pupils know how to stay safe, and all staff are alert to any possible risks to pupils’ welfare. Pupils’ attitudes to school are consistently positive. They understand how the school is helping them to learn and take great pride in their work. Leaders’ evaluation of the school does not pick out strengths and weaknesses well enough to show staff and governors exactly what should be done next. The school’s detailed plans for improvement do not show clearly how leaders intend to address current priorities. Although teachers sometimes ask pupils to develop their ideas orally, these opportunities are quite limited.