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Belbroughton CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils 'learn, inspire and flourish together' at Belbroughton CofE Primary School.
This vision lies at the heart of the school's work. Pupils love learning and attend well. They display exemplary attitudes towards their learning.
Pupils meet the school's high expectations and all pupils achieve well. They leave the school well equipped for the challenges of secondary education.
Pupils feel safe.
Relationships are strong between adults and pupils. Pupils celebrate difference and oppose any form ...of discrimination. They say that everyone is unique and treated equally.
Pupils live out this belief in this inclusive school.
The school has high expectations for pupils' behaviour. Pupils are polite and well-mannered.
They value how kind and friendly the school is, reporting that 'everyone knows everyone in our school'. There is a calm and purposeful environment in classrooms and around the school.
Pupils enjoy taking on leadership responsibilities across the school.
They say that their voice is heard. Pupils can influence positive change in the school. For example, the school council was instrumental in designing improvements to the playground.
New equipment, such as a climbing wall and trim trail, are enjoyed by all. Pupils of all ages play well together.
What does the school do well and what does it need to do better?
The school has designed a broad and ambitious curriculum.
Learning is well sequenced, so that pupils build their knowledge well over time. The curriculum aims to develop pupils' resilience and independence. The use of 'key questions' encourages pupils to be curious and build a love of learning.
This is having a positive impact. Pupils show exemplary attitudes to learning. They gain the knowledge they need to answer the 'key questions' through sequences of lessons.
This gives a real purpose to their learning.
The school has created a very nurturing environment where every pupil is welcome. Pupils with special educational needs and/or disabilities (SEND) are supported very well.
The school identifies pupils' needs well. Learning is adapted effectively to enable pupils with SEND to learn the same curriculum as their peers. Explanations are clear and modelled well so that expectations for pupils are clear.
Teachers check pupils' understanding and help them to resolve any misconceptions.
Staff enable pupils to consolidate their understanding of their recent learning. However, staff do not help pupils effectively to make connections between their current and previous learning.
Therefore, pupils do not build their knowledge of the curriculum as well as they could.
Pupils' love of reading is visible across the school. The reading curriculum is well organised and sets out what pupils should know and by when.
The school's approach to teaching phonics is effective. Children in the early years quickly learn how to blend sounds together to read simple words. Staff identify pupils who need more practice.
These pupils are given timely support to help them to keep up. Pupils read books that match their stage of reading. This helps them to practise using their phonics knowledge and become confident, fluent readers.
Pupils learn about diversity and different cultures through the school's reading curriculum.
Pupils learn additional skills and knowledge through the school's well-devised personal development programme. Pastoral support for pupils is very strong.
Pupils feel supported, for example stating, 'adults listen to us'. Pupils are well prepared for life in modern Britain. They are encouraged to demonstrate tolerance and respect to others.
Pupils are taught how to stay safe online and in the wider community. They understand about healthy relationships and know what it means to be a good friend. Prejudice and inequality are not tolerated at the school.
Pupils know how to keep themselves healthy, both physically and mentally. For example, pupils understand the importance of exercising and eating a balanced diet. Pupils gain age-appropriate knowledge about healthy relationships.
Enrichment opportunities are carefully considered to enhance the curriculum. Pupils enjoy the many extra-curricular clubs and trips on offer.
Staff are very proud to work at the school.
They feel well supported by school leaders and flourish as part of 'Team Belbroughton'. Governors know the school's strengths and areas for improvement well. They provide appropriate support and challenge to the school.
Parents and carers are very positive about the school. They are supportive of the school and value its importance to the local community.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the school does not make sure that pupils are able to connect what they are currently learning with what they have learned previously. As a result, in these subjects, pupils do not build their knowledge as well as they could. The school should ensure that pupils can make connections between their prior and current learning so that they can deepen their knowledge of the curriculum.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good for overall effectiveness in November 2015.
