Colmers Farm Primary School

Name Colmers Farm Primary School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 05 June 2014
Address Leybrook Road, Rubery, Birmingham, West Midlands, B45 9PB
Phone Number 01217160444
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 406 (50% boys 50% girls)
Number of Pupils per Teacher 26.4
Academy Sponsor Excelsior Multi Academy Trust
Local Authority Birmingham
Percentage Free School Meals 46.6%
Percentage English is Not First Language 6.4%
Persisitent Absence 20%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Colmers Farm Infant School is a smaller than average-sized school of its type. It shares a building with Colmers Farm Junior School, and is on the same site as Rubery Nursery which is a local authority controlled nursery. The Early Years Foundation Stage of the school is made up of two Reception classes. Most pupils are from White British backgrounds, the proportion who speak English as an additional language and those who are at an early stage in learning English are well-below average. The proportion of pupils who are known to be eligible for support through the pupil premium, which is additional government funding for pupils known to be eligible for free school meals or in care, is almost twice the national average. The proportion of disabled pupils and those who have special educational needs supported through school action is well-above average. The proportion supported at school action plus or through a statement of special educational needs is also well-above average.

Summary of key findings for parents and pupils

This is a good school. All pupils make good progress and achieve well. Pupils’ progress in reading, writing and mathematics has improved greatly since the previous inspection and is now good. Children make a good start to learning in Reception because teaching is never less than good, and often outstanding. Teaching is good across the school with some outstanding practice. Teachers use information about pupils’ progress well to plan learning at the right level for different groups so that all pupils make good progress. Teachers provide helpful written and spoken advice on how pupils can improve their work. Teaching assistants are highly skilled and make a valuable contribution to pupils’ good achievement. Pupils say they feel safe and well cared for by adults in school. Pupils are provided with many opportunities in lessons and after school to develop their spiritual, moral, social and cultural understanding. Behaviour is good in lessons and around the school. Pupils are polite and respectful to adults and to each other. They are keen to learn and take great pride in their work. The school’s determination to promote good attendance has brought about rapid improvements recently so that, currently, attendance is above the latest national average data. The school is well led by the headteacher. She has introduced changes which have improved the quality of teaching and raised pupils’ achievement. She is very well supported by other leaders, and all of the staff. Governors know the school well and provide the right balance of support and challenge. They have contributed greatly to the improvements that have been made since the previous inspection. It is not yet an outstanding school because : There is not enough outstanding teaching to ensure pupils make even more rapid progress. Outstanding practice in teaching is not always shared across the school. Very occasionally, teachers do not check closely how well pupils are learning and do not modify work during lessons when necessary to maintain pupils’ rate of progress.