|Name||Olive Hill Primary Academy|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 January 2015|
|Address||Springfield Road, Halesowen, West Midlands, B62 8JZ|
|Religious Character||Does not apply|
|Number of Pupils||440 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.9|
|Academy Sponsor||Stour Vale Academy Trust|
|Percentage Free School Meals||21.2%|
|Percentage English is Not First Language||35.9%|
|Pupils with SEN Support||20.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is larger than the average-sized primary school. The majority of pupils are White British. Nearly half come from a range of other ethnic groups, mostly from Pakistani and other Asian backgrounds. About one in three pupils speaks English as an additional language. The proportion of disabled pupils and those who have special educational needs (around one in every six pupils) is above average. About two in five pupils are supported through the pupil premium, which is above the national average. This is extra funding for looked after children and pupils known to be eligible for free school meals. The school runs a nursery provision in the morning and afternoons, and children attend this part time. Children attend the Reception classes full time. The school runs a breakfast club, managed by the governing body. There is also an after-school club, run by a private provider (Conkerz), which was not part of the inspection. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school has worked with the nearby teaching school, The Earls High School. Teachers and governors have attended training courses focused on improving teaching and developing leadership skills.
Summary of key findings for parents and pupils
This is a good school. By the time they leave the school, pupils achieve well in reading, writing and mathematics. In 2014, the Year 6 results in reading were particularly strong. Pupils, including disadvantaged pupils, disabled pupils and those who have special educational needs, make good progress throughout the school. They learn well across the range of subjects and topics. Children learn new skills well in the early years through effective leadership and a stimulating variety of well-taught activities. Teachers in all year groups plan and teach lessons that engage and interest pupils. Pupils’ behaviour is good. They are polite and keen to help others. They enjoy being able to contribute to all aspects of the school’s life. Pupils feel safe in school. They have a clear understanding of how to keep themselves safe in a variety of situations. The school’s leaders, particularly the highly effective headteacher and assistant headteachers, have been very successful in improving the quality of teaching and raising achievement since the last inspection. Governors have a good understanding of pupils’ performance and the quality of teaching. They regularly update their knowledge so that they can effectively challenge leaders, especially about pupils’ achievement. It is not yet an outstanding school because : Pupils are not making as much progress in mathematics as in reading and writing. They have fewer opportunities to practise and apply their numeracy skills across different topics and subjects. Although teachers mark work regularly, their comments do not always help pupils to improve it. Pupils sometimes lack confidence in asking and answering questions in detail, and sometimes do not give reasons for their answers. Pupils do not get enough chance to practise their communication skills through talking about and explaining their work.