|Ofsted Inspection Rating||Outstanding|
|Inspection Date||14 September 2017|
|Address||Silverlink Road, Glascote, Tamworth, Staffordshire, B77 2EA|
|Religious Character||Does Not Apply|
|Number of Pupils||268 (46% boys 54% girls)|
|Number of Pupils per Teacher||19.7|
|Academy Sponsor||FiertÉ Multi-Academy Trust|
|Percentage Free School Meals||27.6%|
|Percentage English is Not First Language||4.9%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is an average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium funding is well above the national average. A large majority of pupils come from a White British background. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics for pupils by the end of Year 6. The school is a converter academy and is part of the Fierte Multi-Academy Trust. Glascote Primary Academy converted to become an academy in October 2014. When its predecessor school was last inspected by Ofsted in December 2011, it was judged to be good. The headteacher is the chief executive office of the trust and a local leader of education. There is a local governing body at the school, which takes responsibility for challenging and supporting leaders to develop educational outcomes for pupils, as well as acting being as a link to the local community.
Summary of key findings for parents and pupils
This is an outstanding school Staff, pupils and parents work together superbly at Glascote Primary Academy. Consequently, pupils love coming to school and they thrive in all aspects of school life. The headteacher is unwavering in her pursuit of high standards for the pupils. Her leadership inspires confidence and encourages everyone to be the best that they can be. Senior leaders and middle leaders are highly effective in their roles. They carry out precise checks on the quality of teaching and work alongside teachers to improve classroom practice. Staff appreciate feedback and make swift improvements to their teaching. Governors are committed and astute. They know the school very well and offer a positive blend of challenge and support. From starting points that are often below typical levels, pupils excel academically. Their progress is rapid and outcomes in almost every phase are above national levels. Disadvantaged pupils flourish. They are extremely well supported in class and through wider enrichment activities. Their progress far exceeds that of other pupils nationally. Staff teach reading to an exceptionally high level. Pupils love to read and parents support them with reading at home. This leads to superb standards across the school. The school’s method for assessing and tracking pupils’ progress is thoughtful and accurate. As a result, staff are quick to address any gaps in learning and no child is left behind. The school’s curriculum has a superb impact on pupils’ progress and on their personal development. They visit places that they might not ordinarily see at such a young age. Pupils also learn essential life skills on the on-site farm and in the woodland area. Communication between home and school is excellent. Leaders and staff engage brilliantly with parents, who are unanimous in their support of the school. Pupils feel safe and incredibly valued by their teachers. Safeguarding is at the heart of the school’s work. Staff are well trained and vigilant in keeping pupils safe. Pupils’ behaviour is exceptional in lessons and around school. They are extremely polite, articulate and confident. Children in the early years get off to a flying start at school. The learning environment is extremely well planned and teaching is outstanding. Children make excellent progress in all areas of learning. Occasionally, in mathematics, the most able pupils do not make the rapid progress that they do in other subjects.