Eastwood Village Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Leaders are committed to providing an inclusive and nurturing education which raises pupils' aspirations. Outcomes have continued to improve each year the school has been open. While attainment remains very low, pupils make progress which is good and sometimes excellent.

An increasing proportion of pupils are working at age-related expectations. The longer pupils are on roll at the school, the stronger their progress is. Pupils receive specific support to meet their individual needs.

This has a clear impact on pupils' social and emotional development, in addition to their understanding of English and mathematics. Support from the multi-ac...ademy trust has been instrumental in the school's development. Training and sharing of good practice has developed teaching and learning and leadership capacity.

Consequently, staff feel valued and there is a culture of teamwork. Leaders have built a strong sense of community in the school. Pupils' personal development and welfare are paramount, and effective links are made with parents and carers.

Pupils behave well, feel safe and are valued as individuals. Teaching is firmly focused on pupils' language acquisition. Assessment is used effectively to ensure that activities are closely matched to pupils' prior learning and next steps.

Teachers skilfully use their subject knowledge of phonics to make sure that pupils quickly develop confidence and fluency in their early reading skills. This is not always built upon by regular reading at home. Children get off to a positive start in the early years.

They make good progress from their, typically very low, starting points. There are missed opportunities for pupils to develop accurate letter formation and practise their reading and writing skills across the whole curriculum. Leaders' action plans have been effective.

However, evaluation does not make a clear link between actions taken and the precise impact on pupils' outcomes. Formats for reporting to governors do not assist governors in holding leaders to account with even greater rigour. Leaders' actions to improve attendance and reduce persistent absence have been very successful.

However, figures are not yet in line with national averages due to the high levels of pupils leaving and joining the school.

Information about this school

Eastwood Village Primary School is a new school which was established in September 2015 as part of the Central Learning Partnership Trust. The executive headteacher, who also works across two other schools in the trust, has been in post since the school opened.

A more recent appointment of head of school was made in September 2016. The local governing body has some delegated powers and is accountable to the board of trustees for the school's progress. In the school's first year, pupils were admitted up to Year 4.

Therefore, this academic year has seen the first Year 6 cohort. The multi-academy trust provides a wide range of expertise to develop school leadership and the quality of teaching, learning and assessment. A local hub of three local schools, along with an additional hub of schools in Wolverhampton, provide support, training and quality assurance.

Almost all pupils are from minority ethnic communities, the vast majority being of Roma heritage. Nearly all pupils speak English as an additional language and many of them have little or no English when joining the school. Pupil mobility is extremely high, and therefore cohorts of pupils continually change.

A large proportion of pupils leave and enter school other than at the usual times, with some pupils not having experienced an educational setting before. The proportion of disadvantaged pupils supported by the pupil premium is well above the national average. However, this does not fully reflect the actual disadvantage faced by families in the community, many of whom are not eligible to claim benefits and therefore attract the pupil premium funding.

The proportion of pupils who have SEN and/or disabilities is just below the national average. The proportion who have an education, health and care plan is also less than average. The school runs a breakfast club.