Acocks Green Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The school motto of 'everyone is different, everyone is equal, everyone is welcome' shines through. This is a school where everyone is included and valued.

The school is passionate about helping pupils to become well-rounded, empathetic citizens.

High expectations for behaviour are clear and consistently applied. Pupils, including those with special educational needs and/or disabilities (SEND) demonstrate this through their excellent conduct and exceptional attitudes to learning.

Behaviour in class and around the school is excellent. This starts in the Nursery, where children show exceptional levels of concentration for their age.

The school provides... highly effective pastoral support for the pupils in its care.

The curriculum successfully promotes well-being and all-round achievement. They are happy in school and know who to report concerns to if they have a worry. Pupils are safe, happy and enjoy attending school.

Older pupils take on many leadership responsibilities like eco monitors, well-being ambassadors and school councillors. Pupils embrace these roles. They are proud to make a tangible difference and celebrate their contributions to the life of the school.

The school engages extremely well with the local community, with pupils carrying out litter picks or raising money for the local children's hospital.

What does the school do well and what does it need to do better?

The school's curriculum is ambitious and designed to meet the needs of all pupils, including those with SEND. In many subjects, including mathematics and English, it is clear how pupils' learning builds up step by step and deepens over time.

For example, in mathematics, children in the early years develop a deep understanding of number patterns through carefully chosen resources. Older pupils build on this knowledge and solve problems with mathematical diagrams. In a minority of wider curriculum subjects, key knowledge is not identified with the same degree of precision and the intended sequence of learning is not as clear.

This prevents pupils from building the depth of knowledge they need.

The school has designed an exceptional curriculum for children in the early years. Staff plan exciting and engaging activities for children, which allows them to build their learning.

Staff successfully take into account children's low starting points and the needs of the many pupils who speak English as an additional language. As a result, children make rapid progress. Many children reach a good level of development by the end of Reception, and are more than ready for the next stage of their education.

Reading is a high priority. From the early years, children are immersed in a language rich environment. In the Reception year, children are systematically taught phonics from the outset.

The school ensures that books pupils are given to practise reading match the sounds they know. This helps them build fluency and confidence. Pupils who fall behind in their reading are swiftly identified through regular assessment.

They receive effective support to catch up quickly. Older pupils read widely and often from a range of high-quality texts that reflect diversity and difference.

Pupils with SEND have their needs accurately and promptly identified.

Staff adapt learning activities so that pupils experience the same curriculum as their peers. Pupils with the most complex needs receive a bespoke programme with high levels of support. The school has established a 'wellbeing hub', where pupils complete 'sensory circuits'.

This helps them regulate their emotions and begin the day in a positive way.

The school also has high expectations for attendance and works with families to ensure pupils come to school. As a result, attendance is higher than the national average.

The personal development provision in the school is exemplary. An extensive range of sport, music, performance, outdoor education, trips and visits support the planned curriculum and broaden pupils' cultural capital. Pupils have an impressive understanding of fundamental British values, for example democracy and the rule of law.

Pupils visit places of worship to learn about different views and beliefs. This helps them to build a knowledge of concepts, such as fairness, tolerance and equality. Pupils enjoy clubs such as chess, computing and the chance to perform with the school orchestra.

The school provides sporting opportunities for all pupils and have been successful in winning local tournaments such as school tennis.

Most staff feel valued and supported. Trustees have clear systems in place to ensure that they are well informed about the school.

A minority of parents are unhappy with the school's work. However, many parents speak highly of the school, the staff and the nurturing environment that is provided for their children.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In a minority of wider curriculum subjects, the school has not identified with enough precision the knowledge it wants pupils to know and remember. As a result, some pupils are less well prepared for future learning. The school should ensure that the precise knowledge pupils need to learn is identified and sequenced across all subjects so all pupils know and remember more.