|Name||Osborne Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||05 March 2019|
|Address||Osborne Road, Erdington, Birmingham, West Midlands, B23 6TY|
|Religious Character||Does not apply|
|Number of Pupils||289 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||44.1%|
|Percentage English is Not First Language||41.2%|
|Pupils with SEN Support||24.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Osborne Primary School is an average-sized primary school. It is currently undergoing a programme of expansion from one-form entry to two-form entry. Currently, there are two classes in Reception, Year 1 and Year 2. In September 2018, the school moved into a newly refurbished Victorian school building after operating on two separate sites. The proportion of pupils from minority ethnic backgrounds, and those who speak English as an additional language, is well above average. The proportion of disadvantaged pupils is well above average. The school is in the top 20% of schools for the proportion of pupils eligible for free school meals. The proportion of pupils with SEND is above the national average. Fewer pupils have an education, health and care plan than is found nationally. The early years provision consists of two full-time Reception classes. Due to financial difficulties, governors took the decision to reduce the school working week to four and a half days. Pupils leave school at 1pm on Friday afternoon. The school provides a breakfast club each morning. Through commissioned external reviews, the local authority provides regular support and challenge to school leaders. The school is part of a local authority commissioned reading project.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and governors have not maintained the school’s standard of education since the last inspection. Over time, not enough has been done to halt the decline in standards. External factors beyond the control of leaders have contributed to the decline. Outcomes for pupils are too low. Pupils do not make enough progress from their different starting points. Until recently, leaders’ monitoring has focused too much on compliance with school policies and procedures, rather than gauging the impact of teaching on pupils’ learning and progress. As a result, some aspects of self-evaluation are inaccurate and overgenerous. The skills of some new leaders are underdeveloped. The monitoring that is carried out has not yet improved the quality of teaching, learning and assessment across the school. Many teachers do not have high enough expectations of what pupils can achieve. Pupils are not adequately challenged. The quality of teaching is weak. Many teachers lack subject knowledge and do not sequence learning well enough so that pupils can build on what they already know and can do. The teaching of phonics is not well planned or delivered. As a result, pupils do not develop secure early reading skills. Pupils do not have enough opportunities to write at length in English or in other subjects across the curriculum. Strategies to improve the teaching of reading are in place but are too new to measure their impact fully. Children make slow progress in the early years because of weak teaching and limited provision. The school has the following strengths Leaders and governors have demonstrated that they have the capacity to improve the quality of teaching and outcomes for pupils. They are now tackling poor teaching. They have implemented new policies and have a clear strategy in place which is focused on the right priorities to improve the school. Pupils enjoy coming to school. Attendance has improved and is now above national averages. Persistent absence is reducing. As a result of effective pastoral care, pupils behave well, are proud of their school and cooperate with one another.