|Name||Marsh Hill Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 June 2018|
|Address||Marsh Hill, Erdington, Birmingham, West Midlands, B23 7HY|
|Religious Character||Does Not Apply|
|Number of Pupils||413 (51% boys 49% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||27.6%|
|Percentage English is Not First Language||22.8%|
Information about this school
Marsh Hill Primary School is larger than most primary schools. The majority of pupils are of White British heritage. The proportion of pupils from minority ethnic groups is much higher than other schools nationally. However, none of these pupils are at the very early stage of acquiring English as an additional language. The largest minority ethnic groups are of Pakistani or Caribbean heritage. The proportion of pupils who have SEN and/or disabilities is higher than other schools nationally. Approximately half of the pupils are known to be eligible for the pupil premium funding, which is twice the national average. Since the last inspection in May 2016, the school has received additional support from a national leader of schools, an independent challenge adviser, including additional support from the University of Wolverhampton for developing expertise in the teaching of English and mathematics. The school has also received visits from a school improvement partner from the Birmingham Education Partnership (BEP). Children in the Reception attend full time. The school runs a breakfast club every morning. The school meets the government floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Under the strong leadership of the headteacher, leaders have improved achievement and created a ‘can-do’ culture for pupils across the school. Staff are united and highly motivated to make this school the best that it can be. External support has enabled leadership at all levels to raise attainment for all groups of pupils. Due to good teaching, pupils meet age- related expectations in reading, writing and mathematics. However, too few most-able pupils are attaining greater depth in writing in key stage 1, where they do not write sufficiently in other subjects. Outstanding provision in Reception ensures that children make rapid gains in learning. They have many opportunities to learn through well-structured play activities. Improved tracking and assessment systems allow leaders to track all pupils’ progress, which enables any gaps in learning to be identified. As a result, these are quickly addressed. Disadvantaged pupils and those with special educational needs (SEN) and/or disabilities achieve well. The pupil premium grant is used appropriately, resulting in disadvantaged pupils making good progress. However, the analysis of the impact that interventions have on pupils’ progress is not sufficiently detailed to inform future spending decisions. The school is in the process of developing its wider curriculum. Although topics are interesting, they are not sufficiently developed to broaden pupils’ skills, knowledge and understanding, especially in science. Governors fulfil their statutory duties and hold the school to account for the progress of different groups of pupils. They ensure that all safeguarding requirements are met. Parents are very pleased with all that the school provides. They know that their children are safe and that they make good progress. The progress of pupils’ personal development and welfare is outstanding. Pupils attend well. Their orderly conduct is supported by the emphasis placed by the school on implementing British values.