|Name||Alderman’s Green Community Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||18 December 2018|
|Address||Aldermans Green Road, Coventry, West Midlands, CV2 1PP|
|Religious Character||Does Not Apply|
|Number of Pupils||571 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.3|
|Percentage Free School Meals||30.1%|
|Percentage English is Not First Language||29.4%|
Information about this school
Over the last two years, the school has faced significant challenges, particularly in leadership and management. The school has received a high level of support from the local authority. Prior to the appointment of the new headteacher, a local leader of education provided formal support to the co-acting headteachers at the time. Alderman’s Green Primary is a larger-than-average-sized school. The proportion of disadvantaged pupils is above average. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils with SEND is above the national average. The number of pupils who have an education, health and care plan is above the national average. A breakfast club and an after-school club are provided for the pupils.
Summary of key findings for parents and pupils
This is a school that requires improvement Previously, teachers have not been supported well enough to improve their skills. As a result, the quality of teaching is not consistently good. Pupils’ progress over time has not been good enough, especially in mathematics. Currently, some pupils are making weak progress, especially the most able and disadvantaged pupils. Leaders provide pupils with opportunities to develop their spiritual, moral, social and cultural understanding. However, some pupils’ knowledge of fundamental British values is limited. Children in the early years are happy and confident. However, some teaching does not support their learning well enough, especially that of the most able children. Teachers do not embed basic skills, so children do not make as much progress as they could. Pupils’ attendance has risen and is now closer to the national average. Nevertheless, some pupils often miss school for no good reason. Teachers often fail to correct basic errors in grammar, punctuation and spelling, and pupils’ poor handwriting is not improved. This inhibits pupils’ progress in writing. Teachers now provide pupils with more opportunities to apply their mathematical skills in problem-solving and reasoning activities. However, some of these activities are confusing and do not support learning. Middle leaders are well established in their roles and contribute to school improvement. However, further developments are needed to ensure that pupils make better progress in reading, writing and mathematics. Some teachers do not use the school’s assessment systems accurately and this limits pupils’ progress. The school has the following strengths Strong senior leaders are making rapid improvements across the school. The local authority’s support is highly effective and is helping the school to improve quickly. Pupils with special educational needs and/or disabilities (SEND) receive exceptional support. These pupils make strong progress socially, emotionally and academically. Pupils behave well and are polite and respectful.