Warley Infant School


Name Warley Infant School
Website http://www.warleyinfants.co.uk
Ofsted Inspection Rating Good
Inspection Date 12 November 2014
Address Bleakhouse Road, Oldbury, West Midlands, B68 9DS
Phone Number 01214222886
Type Primary
Age Range 3-7
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 198 (47% boys 53% girls)
Number of Pupils per Teacher 20.9
Local Authority Sandwell
Percentage Free School Meals 21.2%
Percentage English is Not First Language 18.2%

Information about this school

The school is smaller than most primary schools. The school’s part-time nursery operates in the mornings and afternoons. The school also offers some extended services, including ‘Warley Little Sunshines’ for children aged 0 to 5 years. This provision is managed by the governing body but is separately inspected. Around 65% of pupils are from White British backgrounds and the remaining pupils are from various minority ethnic backgrounds. Very few pupils are at an early stage of learning English as an additional language. The proportion of disadvantaged pupils supported by the pupil premium, which is additional funding for pupils previously known to be eligible for free school meals and those in local authority care, is below average at 16%. At around 5%, the proportion of disabled pupils and those who have special educational needs is well below average. Nearly all of these pupils are in Key Stage 1. The school has experienced some instability in staffing in the Early Years Foundation Stage in the last two years. The previous headteacher retired in July 2014 and a new headteacher is taking up post in January 2015. The deputy headteacher and the assistant headteacher are currently fulfilling the roles of headteacher and deputy headteacher. The assistant headteacher assumed responsibility for the Early Years Foundation Stage in September 2014.

Summary of key findings for parents and pupils

This is a good school. Leaders ensure that pupils achieve well over Key Stage 1, particularly in reading. Standards in reading and in mathematics were above average in 2014. Disabled pupils and those who have special educational needs receive skilled support and make outstanding progress. Leaders and governors work very effectively to close gaps in attainment for disadvantaged pupils. Leaders have used training and coaching arrangements well to improve teaching in Key Stage 1. Teachers, teaching assistants and other adults work well together to help pupils make good progress. Teaching is mostly good. Teachers guide pupils’ learning in lessons well. They plan lessons which interest pupils and they successfully encourage them to work hard. Pupils behave well. They cooperate with each other well during work and play. They know that they are treated fairly and that their contributions to school life are valued. Systems for ensuring pupils’ safety and well-being in school are very effective. It is not yet an outstanding school because : Children in Nursery and Reception do not achieve as well as they should. The management of data and checks on their progress have not been sharp enough to direct teaching. Teachers sometimes do not have high enough expectations for the quality of work the most-able pupils carry out in writing. Boys do not achieve as well as girls in writing. Teachers do not ensure that boys are as involved as the girls in asking and answering questions and this leaves the boys less well prepared for their writing tasks.