Ulverley School


Name Ulverley School
Website http://www.ulverley.co.uk
Ofsted Inspection Rating Good
Inspection Date 22 May 2012
Address Rodney Road, Solihull, West Midlands, B92 8RZ
Phone Number 01217423251
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 473 (51% boys 49% girls)
Number of Pupils per Teacher 22.6
Percentage Free School Meals 11.4%
Percentage English is Not First Language 7.6%

Information about the school

Ulverley School is an above-average-sized primary school. The great majority of pupils are White British. The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is below the national average with the largest group being of Pakistani heritage. The proportion of pupils supported by school action plus or with a statement of special educational needs is below average. A below average proportion of pupils are known to be eligible for free school meals. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The Fun Factory, which offers provision for before- and after-school clubs, holiday clubs and pre-school, is based within the school grounds and is independently managed. The Lyndon Children’s Centre is located within the school grounds and is also managed independently.

Key findings

Ulverley is a good school. Much of its work has improved strongly since its previous inspection. Overall effectiveness is not outstanding because teaching and learning are not consistently good or outstanding. Overall achievement is good. Attainment is above average, particularly in reading. Achievement in the Early Years Foundation Stage is good and is improving in Key Stage 1. Rates of progress in Key Stage 2, above average in English, are now accelerating in mathematics. Pupils show great enjoyment in lessons, are keen contribute their ideas and to do their best. Teaching is good. Most teachers plan well to meet pupils’ individual needs. There is inconsistency, particularly in mathematics and in a small minority of lessons, when tasks are not sufficiently finely tuned to ensure that pupils with disabilities and those with special educational needs are sufficiently supported or those of highest ability appropriately challenged. The quality of marking of pupils’ work is inconsistent across the school so they do not always know how to improve. Behaviour is good and often exemplary. Pupils are considerate and respectful. They say that they feel safe and understand how to keep themselves safe. They say that bullying is very rare and that adults provide effective support. Although most pupils attend regularly, attendance overall is average, partly as a result of families taking term-time holidays. Leadership and management are good. Leaders provide good support to enable teachers to improve their practice. This has been effective in English and is now beginning to show an impact in mathematics. The curriculum is good, providing relevant and memorable experiences that support pupils’ spiritual, moral, social and cultural education well. Although leaders track progress effectively, self-evaluation sometimes lacks sufficient rigour to ensure that swift action is taken to address identified issues.