|Name||Goldthorn Park Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 March 2016|
|Address||Ward Road, Wolverhampton, West Midlands, WV4 5ET|
|Religious Character||Does Not Apply|
|Number of Pupils||449 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.7|
|Academy Sponsor||Elston Hall Multi Academy Trust|
|Percentage Free School Meals||19%|
|Percentage English is Not First Language||80.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Goldthorn Park is larger in size than most primary schools. Since the last inspection the school has appointed a new deputy headteacher. In addition, in September 2015, governors appointed a new Years 3 and 4 leader and a new Chair of the Governing Body. The proportion of disadvantaged pupils eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority) is broadly in line with the national average. The proportion of pupils whose first language is not believed to be English is much higher than the national average. The proportion of pupils who have special educational needs or disability is lower than in most other schools. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This a school that requires improvement There has not yet been enough time for the new system that has been introduced to monitor the quality of teaching to improve the progress that pupils are making by the end of Year 6 in reading and mathematics. Middle leaders do not yet fully understand how to hold teachers to account for the progress that pupils make. Their monitoring lacks rigour and the next steps they identify for improvement are not focused enough. The quality of teaching is not consistently good because some of the work pupils are asked to do is not challenging enough. Some pupils lose interest in their lessons, if the work they are given to do is too easy. The early years leader does not fully ensure that achievement in understanding the world or in expressive arts and design is as strong as in the prime areas (communication and language, physical development, personal, social and emotional development, literacy and mathematics). The school’s marking policy is not followed by some teachers and opportunities to move pupils on quickly to the next stage in their learning are missed. The school has the following strengths The headteacher and the deputy headteacher are determined to act on the support being given by the local authority adviser and a local outstanding school. Standards across the school have improved since September 2015. Overall, pupils’ progress in writing is above the national average. The progress made in writing at the end of Year 6 in 2015 was better than the national average. The Chair of the Governing Body has an extensive background in education and she knows what the school needs to do next in order to improve.