|Name||George Betts Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 June 2019|
|Address||West End Avenue, Smethwick, West Midlands, B66 1RE|
|Religious Character||Does Not Apply|
|Number of Pupils||469 (55% boys 45% girls)|
|Number of Pupils per Teacher||23.2|
|Academy Sponsor||The Elliot Foundation Academies Trust|
|Percentage Free School Meals||23.3%|
|Percentage English is Not First Language||65.2%|
Information about this school
George Betts Primary Academy is larger than the average-sized primary school. The school is part of The Elliot Foundation Academies Trust (TEFAT). It is governed by the board of trustees. A local governing body is in place to hold leaders to account for the school’s performance. This governing body reports to the board of trustees. The school is federated with Shireland Hall Primary Academy. The executive principal leads both schools. The school provides support for other schools in TEFAT and in the local area. The proportion of disadvantaged pupils is above the national average. Pupils come from a wide range of ethnic backgrounds. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils with SEND is in line with the national average. The number of pupils with an education, health and care plan is below the national average. There are two classes in each year group from Reception to Year 6. There is a morning and an afternoon Nursery class. The school runs a breakfast club.
Summary of key findings for parents and pupils
This is a good school The executive principal and two vice-principals provide strong leadership. They are ambitious for pupils. The multi-academy trust, governors and staff share this ambition. Everyone is committed to ensuring that pupils receive a high-quality education. Leaders, governors and the trust continually review the school’s performance. They provide staff with good training and support to develop their teaching and leadership skills. Middle leaders are knowledgeable and skilled. They have a clear understanding of the strengths and weaknesses in their areas of responsibility because they make frequent checks on the quality of teaching. Good teaching means that from low starting points in the early years, pupils make strong progress by the time they reach the end of Year 6. Leaders monitor pupils’ attainment and progress closely. They ensure that those pupils who are not making the progress they should receive additional support. Provision for pupils’ personal development and welfare is outstanding. Pupils thrive because of the excellent care and support they receive. They are extremely well prepared for the next stage in their education. Pupils’ behaviour and conduct are exemplary. They take great pride in their work and their school. Leaders use additional funding well to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) make strong progress. Pupils enjoy a range of interesting activities across the curriculum. They have regular opportunities to use and apply their English and mathematics skills in different subjects. Children in the early years make a strong start to their education. Adults develop children’s language skills well. This helps children to grow in confidence and make good progress across the curriculum. Leaders have accurately identified what the school does well and what could be even better. However, improvement plans are too broad. Leaders’ checks on teaching do not focus tightly enough on pupils’ progress. In some classes, pupils’ progress in writing and mathematics is less strong than in others because teaching is less effective. Sometimes, the most able pupils, and the most able children in the early years, do not make the progress of which they are capable because activities are not challenging enough.