|Name||Albert Bradbeer Primary Academy|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 June 2017|
|Address||Turves Green, Longbridge, Birmingham, West Midlands, B31 4RD|
|Religious Character||Does Not Apply|
|Number of Pupils||482 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.7|
|Academy Sponsor||University Of Wolverhampton Multi Academy Trust|
|Percentage Free School Meals||49.3%|
|Percentage English is Not First Language||10%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Albert Bradbeer Primary Academy converted to become an academy school in September 2014. When its predecessor school, Albert Bradbeer Primary School, was last inspected by Ofsted in 2012 it was judged to require improvement. This is a large primary school. The large majority of pupils are from White British backgrounds. Other pupils come from a broad range of heritages and mixed backgrounds that include African, Caribbean, Indian and Eastern European heritages. A very small number of pupils join the school speaking little or no English. Since the predecessor school’s previous inspection in 2012, the interim advisory board has extended early years provision by taking over the original children’s centre childcare facility for two-year-olds. The provision is staffed by qualified adults who are key workers and manage no more than four children each. The early years now comprises this pre-school setting for two-year-olds; three-year-old provision in the Nursery class for children who all attend part-time; and two Reception classes for four- and five-year-olds who all attend full-time. The percentage of pupils who have special educational needs and/or disabilities is similar to that of most schools and includes mainly pupils who have moderate learning difficulties and/or speech, language and communication needs. A small number of pupils have physical difficulties or hearing impairment and some pupils have social, emotional and mental health needs, or an autistic spectrum condition. The percentage of pupils eligible for pupil premium funding is high compared with most schools. The school met the government’s floor standards in 2016, which are the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school runs a morning breakfast club and after-school clubs for pupils.
Summary of key findings for parents and pupils
This is a school that requires improvement Although pupils’ achievement is improving, many could still be doing better in reading, writing and mathematics. Children in the early years are not making consistent progress. The teaching and pace of learning vary too much across the Reception Year, the nursery and the pre-school setting for two-year-old children. The teaching in some classes is not challenging enough. Pupils sometimes go over work already learned, leaving too little time for them to learn in greater depth. Similarly, planning across the school does not focus enough on those who can achieve more highly. Teachers are not always asking the right questions to deepen pupils’ understanding. This slows learning and limits opportunities for pupils to master higher levels of understanding, particularly in mathematics. Pupils do not have enough opportunities to look over their writing and check for errors. As a result pupils make unnecessary spelling errors. Although reading is given high priority to sustain the current rise in standards, pupils are not reading widely or often enough. The school has the following strengths This is an improving school. The headteacher is a strong and visionary leader. The headteacher, members of the interim advisory board and multi-academy trust have acted decisively to eliminate weak teaching. There are robust systems in place to improve teachers’ performance. This lays strong foundations. Leaders demonstrate the capacity for more sustained improvement. The teaching is consistently good in key stage 1, and in Years 5 and 6. Differences are narrowing rapidly between the achievement of disadvantaged pupils and others. Pupils are well behaved, respectful and polite. There are excellent relationships between pupils and staff. The pastoral support and welfare of pupils are given high priority. The staff value pupils’ work and efforts. The curriculum is broad, balanced and enriched with interesting topics and projects that energise pupils, and they enjoy learning. Pupils are effectively taught British values of respect and tolerance of all faiths, religions, customs and cultures. The school makes a strong contribution to pupils’ spiritual, moral, social and cultural development.