|Name||Queen Victoria Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 May 2017|
|Address||Bilston Street, Sedgley, Dudley, West Midlands, DY3 1JB|
|Religious Character||Does Not Apply|
|Number of Pupils||667 (55% boys 45% girls)|
|Number of Pupils per Teacher||24.3|
|Percentage Free School Meals||19.2%|
|Percentage English is Not First Language||2.2%|
Information about this school
The school meets requirements on the publication of specified information on its website. Queen Victoria is a larger than average primary school with a governor-led nursery on site and provision for two-year-olds. The majority of children are of White British heritage. Few pupils speak English as an additional language. The proportion of pupils who are disadvantaged and receive support from the pupil premium is above average. The proportion of pupils who have special educational needs and/or disabilities is slightly below average. The governing body has recently appointed a new chair and vice-chair. In 2016, the school met the government’s floor standards, which are the minimum expectations for the attainment and progress of pupils by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not ensured that teaching is consistently good in all classes. Teaching does not enable all groups of pupils, especially disadvantaged pupils, to make consistently strong progress. Leaders do not accurately evaluate the quality of teaching across school. As a result, weaknesses in teaching are not tackled swiftly enough. Some teachers do not plan or teach the necessary skills needed in order for pupils to learn effectively in lessons. Presentation in pupils’ books is not of a consistently high standard. Teachers’ assessments of what pupils are achieving are not always accurate and leaders are not swift enough in tackling this. Middle leaders are not clear on the decisions they can make within their areas of responsibility. Teachers in key stage 1 do not teach phonics effectively. Pupils are given uninspiring activities that do not enable them to apply or extend their knowledge of letter sounds. In some year groups pupils are not given learning activities that are challenging enough. As a result, they do not achieve as well as they could. The school has the following strengths Pupils behave well. They talk enthusiastically about their school and their work. Parents with pupils who have special educational needs and/or disabilities are particularly happy with the support provided for their children. The newly elected chair and vice-chair of the governing body provide effective challenge to senior leaders who are now determined to improve the school. The pupil leadership team and learning ambassadors play an active role in school life and are articulate and confident. The early years provision gives children a strong start to school. Staff have a thorough understanding of young children’s development. Staff work hard to build effective working relationships with pupils. The school has a relaxed atmosphere and many pupils say they enjoy school.