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This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher
Ms Rebecca Willington
Address
Chorley Road, Burntwood, WS7 2PF
Phone Number
01543227555
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
189
Local Authority
Staffordshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Summary of key findings for parents and pupils
This is a good school The headteacher has established a culture of ambition and high expectations for all pupils.
Determined leadership has ensured that all aspects of the school's work have improved. Pupils throughout the school make particularly strong progress in mathematics and reading because of the consistently good teaching in these subjects. Pupils are enthusiastic readers and use mathematical language accurately and well.
Pupils feel safe and know how to keep themselves safe. Parents praise the ways in which staff 'go the extra mile' to help their children when settling in or when they need extra help. Teaching, learning and assessment are good becaus...e teachers know their pupils well and plan work that builds effectively on what pupils already know.
They capture pupils' curiosity and interest. Teachers are skilled at deepening pupils' understanding through careful questioning and good explanations. Consequently, all pupils, whatever their starting points, make good progress.
Pupils' spiritual, moral and social development is good. Pupils have a good understanding of British values and a strong sense of personal responsibility. Their behaviour in and around school is good.
Children in the early years make good progress, particularly in their speaking, listening and understanding, and in their personal development. Governors check carefully on outcomes and the quality of teaching. They have a very good understanding of what now needs to be done to improve the school further.
It is not yet an outstanding school because : Not all teachers consistently apply the school's handwriting and marking policies. Sometimes it is not made clear to pupils how to improve their work, particularly when writing. A few pupils still do not attend school often enough.
Progress in writing, although improving, is slower in key stage 1. Teachers do not continuously insist on high standards in handwriting. Very occasionally teachers do not adapt the work quickly enough when it is clear that some pupils do not understand or that the work is too easy.
Full report
Information about this school
This is small but growing primary school. There are individual classes for each year group from the Reception Year to Year 3. Pupils in Year 5 are taught in two mixed-age classes, some alongside Year 4 pupils, others with Year 6 pupils.
Next year there will be separate classes for every year group. The size of each year group varies, particularly in key stage 2. There is considerable mobility in and out of the school at times other than in Reception or the beginning of the academic year.
The proportion of pupils who have joined the school later in their primary education is high in some year groups. The proportion of pupils supported by funding through the pupil premium is similar to that nationally. However, this varies considerably in each year group.
The pupil premium is the additional government funding which, in this school, supports pupils known to be eligible for free school meals. Almost all pupils are from white British backgrounds. A very few are from other European backgrounds.
The proportion who receive school support because they have special educational needs and/or disabilities is similar to that nationally. A very small number are in receipt of an education, health and care plan or a statement of special educational needs, or are in the process of being assessed for these. The governing body and senior leadership team have been restructured since the last inspection, when the school was judged to require improvement.
The first monitoring visit following that inspection found that the school was taking effective action towards improving the areas required. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics for pupils in Year 6. The school meets requirements on the publication of specified information on its website.
