|Name||Elmore Green Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 January 2019|
|Address||Elmore Green Road, Bloxwich, Walsall, West Midlands, WS3 2HW|
|Religious Character||Does Not Apply|
|Number of Pupils||319 (50% boys 50% girls)|
|Number of Pupils per Teacher||25.3|
|Percentage Free School Meals||23.8%|
|Percentage English is Not First Language||4.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is larger than the average-sized primary school. Most pupils are White British. The proportion of disadvantaged pupils is above the national average. The proportion of pupils with SEND is below average overall but the proportion of pupils with education, health and care plans is more than twice the national average. The current headteacher was previously the deputy headteacher. She started her headteacher role in January 2019.
Summary of key findings for parents and pupils
This is a good school The quality of teaching is good. Staff inject humour, interest and brisk purpose into lessons. Most pupils are attentive to their teachers, work hard and develop positive attitudes to learning. In upper key stage 2, in particular, there are some innovative and highly effective strategies for engaging all pupils in learning. Senior leaders and governors have brought about productive changes to teaching and have an informed understanding of its quality. Leaders are now working to improve aspects of curriculum planning, challenge for the most able and their analysis of pupils’ achievement and behaviour. Middle leaders are effective teachers who are developing their roles in evaluating the school’s effectiveness, sharing good practice and setting improvement priorities. Since the previous inspection, pupils’ attainment in reading, writing and mathematics has had some ups and downs. More recently, attainment at the end of key stages 1 and 2 has risen. However, pupils’ progress across the school is not as strong as it once was. After a period of change, leaders’ chosen assessment system is fit for purpose. In places, it needs further refinement to improve its use and reliability. The school is successful at teaching pupils to read. Whatever their starting points, almost all pupils reach the expected standards for their age in national assessments. The school’s work to promote pupils’ welfare and keep them safe is strong. Staff are quick to act on concerns. They provide pupils and their parents and carers with constructive support, or challenge, when needs be. Pupils are treated fairly and usually behave well. Staff implement the school’s behaviour policy consistently and everyone understands what is expected from them. Good behaviour is noticed and rewarded. Poor behaviour is challenged and stopped. Pupils who find it hard to manage aspects of their behaviour receive extra support, which is usually successful. Most pupils attend regularly but a few are often late. Early years provision is effective. Good leadership and teaching help children to settle in quickly and acquire important knowledge and skills. Staff and parents could still do more to develop children’s early language skills. Parents, governors and staff think highly of the school. Everyone in the school community views the school as a supportive place in which to work and learn.