|Name||Olton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 March 2012|
|Address||Lyndon Road, Olton, Solihull, West Midlands, B92 7QF|
|Religious Character||Does not apply|
|Number of Pupils||591 (53% boys 47% girls)|
|Number of Pupils per Teacher||23.0|
|Percentage Free School Meals||14.8%|
|Percentage English is Not First Language||36.4%|
|Pupils with SEN Support||11%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is an average-sized junior school. Most pupils are of White British heritage and other pupils come from a range of minority ethnic backgrounds, the largest group being of Pakistani heritage. The proportion of pupils who speak English as an additional language is average. The proportion of pupils known to be eligible for free school meals is below average, as is the proportion of disabled pupils and those with special educational needs. The school meets the current floor standard, which sets the government’s minimum expectations for attainment and progress. The school has received a number of awards, including full International School status, National Healthy Schools status, the Eco-schools award and Artsmark Silver. There is a breakfast club managed by the governing body. A privately run before- and after-school club and a children’s centre on site are subject to separate reporting and inspection arrangements.
This is a good school which has consolidated and built on the strengths found at the previous inspection. The school is not outstanding because progress in mathematics is not as rapid as it is in English and teaching is not consistently outstanding. The industrious atmosphere in lessons results in most pupils making good progress. Whereas attainment in national tests in English and mathematics has been above average, pupils currently in Year 6 are on track to attain well above average. Teaching is good and an increasing amount is outstanding. Pupils receive clear guidance about their learning and plenty of support and challenge in all lessons. Occasionally, teachers talk for too long so that pupils do not have sufficient time to complete their work, and at times, teachers do not plan work that is challenging enough. Opportunities for pupils to respond to teachers’ comments to improve their work are better developed in English than in mathematics. Pupils’ behaviour is good; pupils are considerate of one another so that they are happy and feel very safe. They have positive attitudes to learning and thrive personally and academically. Their enjoyment of school and the interesting curriculum are reflected in above average attendance. The strong leadership of the headteacher, ably supported by the deputy headteacher, ensures a cohesive team of leaders and staff with a clear common focus on improvement. Rigorous monitoring, self-evaluation and performance management ensures that relative weaknesses in pupils’ progress and teaching are identified and effective action taken quickly. The curriculum successfully meets the needs of all pupils. Parents and carers are supportive of the school, with many written comments referring to the school’s pleasant, friendly atmosphere and high expectations of standards of work and behaviour. However, a significant minority would like communication to be improved.