|Name||Story Wood School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||11 December 2013|
|Address||Hastings Road, Perry Common, Birmingham, West Midlands, B23 5AJ|
|Religious Character||Does not apply|
|Number of Pupils||232 (45% boys 55% girls)|
|Number of Pupils per Teacher||14.9|
|Percentage Free School Meals||35.1%|
|Percentage English is Not First Language||25.4%|
|Pupils with SEN Support||19%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
• This is an average-sized primary school. • Although the majority of pupils are White British, a high proportion is from minority ethnic groups and speak English as an additional language. • The proportion of pupils who are eligible for pupil premium funding (pupils known to be entitled to free school meals, looked after by the local authority or from families in the armed services) is very high. • The proportion of disabled pupils and those who have special educational needs supported at school action is very high, as is the proportion supported at school action plus or with a statement of special educational needs. • The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. • The headteacher is a Local Leader of Education. The senior management team works with a group of local schools to improve leadership and management and share good practice. • The governing body is responsible for day care setting and is the locality lead, responsible for three children’s centres that were not part of this inspection.
Summary of key findings for parents and pupils
This is an outstanding school. • Pupils make huge strides in their learning. In tests at the end of Year 6, the vast majority of pupils achieve levels that are comparable with pupils nationally in both English and mathematics. • Pupils entitled to pupil premium achieve very well and make better progress than other pupils in the school. • Disabled pupils and those who have special educational needs, and pupils from minority ethnic groups, make as much progress as other pupils. • Pupils are engaged and challenged in lessons because teachers plan lots of interesting and exciting practical activities. • Teachers quickly spot those pupils who are not achieving as well as they should, and help them to quickly catch up. • There is a family feeling throughout the school. Pupils feel safe and learn to take care of themselves and others. • Strong but sensitive leadership ensures that the needs of pupils are central to all of the school’s work. • The leaders of subjects and other areas of the school systematically check what went well and what did not go so well to set priorities for making the school even better. • The school provides excellent support to parents. This helps parents to guide their children’s learning. • A rich and relevant curriculum gives pupils a wide understanding of the world, and strong spiritual, moral, social and cultural development. • The governing body is knowledgeable, experienced, and reflective and has an excellent overview of the school’s work.