|Name||Kings Heath Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 February 2012|
|Address||Valentine Road, Kings Heath, Birmingham, West Midlands, B14 7AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||732 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.9|
|Percentage Free School Meals||9.7%|
|Percentage English is Not First Language||29.8%|
Information about the school
This is a very large Primary School. Within its local authority, it is deemed a ‘fully accessible mainstream school’, as it caters for pupils with profound medical, physical and learning difficulties. The proportion of pupils with disabilities and special educational needs is broadly in line with the national average but the proportion with more profound needs and statements is much higher. Most of these needs are medical, physical, moderate learning difficulties and autism. The proportion of pupils from minority ethnic backgrounds is higher than in most other schools, as is the proportion of pupils who are learning English as an additional language. Nearly half the pupils are from White British backgrounds; over a quarter have Pakistani heritage. Other pupils come from over 18 different ethnic backgrounds. The proportion of pupils who are known to be eligible for free school meals is lower than the national average. The school hosts a breakfast and after school club which is run by independent providers. This is inspected separately from the school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
This is a good school where all groups of pupils achieve well. It is extremely inclusive. As one parent, reflecting the views of many, said, ‘The school deals with every child as an individual regardless of race or disability.’ Teamwork is strong. Members from all groups in the school community make significant contributions to creating a vibrant learning environment for all. The school is not outstanding because pupils do not achieve as well in writing as they do in reading and mathematics. By the end of Year 6, attainment is above the national average. Frequent and thorough assessments of pupils’ achievement are successfully helping to improve consistency between classes and raise the achievement of all. All groups achieve well in reading and mathematics. Achievement in writing is satisfactory and improving. Presentation and handwriting are not always as neat as they could be. There is no consistent approach to handwriting and a newly purchased scheme for this has not yet been implemented. Teaching is good. Lessons are well planned and pupils are keen to learn. Occasionally, progress slows because pupils who learn more quickly or easily are not challenged to develop their work further, or given time to do so. Marking does not always show pupils how to improve, or involve them directly in this. Behaviour is good. Pupils are considerate, polite and very eager to learn. Time in lessons is used well for learning. Good behaviour, effective support and robust systems for safeguarding ensure that all groups of pupils are safe. Leaders and managers, including members of the governing body, are knowledgeable, well-organised, imaginative and proactive. They frequently and rigorously monitor teaching and outcomes for all groups. They successfully use their highly accurate self-evaluation to drive improvements. Improvement since the last inspection is good.