Bournville Village Primary

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are happy at Bournville Village Primary School.

They are proud of the school and its rich heritage. The school works hard to ensure that pupils attend regularly. Most pupils do.

The school sets high expectations of pupils' behaviour. Pupils know what is expected of them. They behave well in lessons and at social times.

Any pupil in need of additional support to behave is well supported.

The school sets high academic expectations for all pupils. Pupils achieve well in school, with the exception of writing.

A vast range of clubs such as fencing, music, orchestra, choir, French, gymnastics, chess and a comic club help pupils to develop t...heir talents and interests. The choir and orchestra enjoy performing in school and at local events. Pupils enjoy taking on responsibilities in school.

Older pupils develop teamwork and independence skills during an outdoor residential experience. All of these opportunities help pupils to develop their confidence and expertise.

The vast majority of parents and carers are very positive about the school.

One parent's comment captured the thoughts of many parents when they said: 'The school has the warmest atmosphere. We actually feel that they not only educate our children but love them too.'

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

Children in the early years settle extremely well to school life.

Daily routines are well established and children know what is expected of them. Staff work closely with parents and carefully plan to meet the learning and development needs of all children. They make sure that learning builds on what children know, understand and can do.

Adults support children to take turns, share and work together. All children get off to a great start and are very well prepared for the next stage of their learning.

The school has recently refined the curriculum.

The curriculum is ambitious for all pupils, with clear endpoints. It is clearly sequenced so that teachers know what to teach. Teachers have the knowledge and skills needed to teach the curriculum.

However, pupils have some gaps in their knowledge. This is because the curriculum has not been taught consistently and effectively over time. Furthermore, teachers do not consistently identify or address these gaps.

This slows pupils' learning.

Leaders are developing the English curriculum. There is inconsistency in how well some aspects of the English curriculum are implemented.

In writing, for instance, pupils are not always clear on what is expected of them and do not always know what to improve or how to improve some aspects of their writing. Consequently, pupils do not achieve what is expected for their age in writing.

Pupils learn to read well in school.

Author visits, daily story time and a comic and poetry workshop all help pupils to develop excitement and curiosity about reading. Staff have the knowledge, skills and resources they need to teach reading, including phonics, effectively. Pupils read regularly in school.

Younger pupils practise their phonics skills when reading books that match the sounds they learn. Reading workshops help parents to support their children when reading at home. Pupils that fall behind in their reading are quickly identified.

These pupils receive the right support to catch up quickly, which they do. This means that pupils learn to read with confidence, accuracy and fluency.

Pupils with special educational needs and/or disabilities (SEND) are identified swiftly and supported well.

They get the help they need to be successful in school. This aspect of the school's work is currently under continuous review and improvement, including developing closer partnership working with parents.

The school offers a wide range of opportunities to promote pupils' personal development.

Pupils develop leadership and teamwork skills by undertaking roles such as ambassadors or school council representatives. They think about their future employment, goals and ambitions during 'Jobs January.' By fundraising and taking part in singing and gardening activities, pupils learn to be active citizens.

Pupils learn to care for the world through eco-council work and sponsoring a wild animal. In addition, the school ensures that pupils learn about keeping safe and the importance of healthy and safe relationships. Pupils know, for instance, about the qualities of a good friend and how to stay safe online.

All of this means that pupils are well prepared for life in modern Britain.

Leaders, including governors, are ambitious for all pupils. They have an accurate understanding of the school's strengths and areas of development.

Governors now recognise and understand their role in holding the headteacher to account for the performance of the school, which they do. Staff talk enthusiastically about the significant recent improvements. They are very positive about the support from leaders to manage their workload and well-being.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Gaps in pupils' learning are not consistently identfiied and addressed. This means that, on occasion, pupils are moved on to new work before they are ready to do so.

This slows their learning. Leaders should ensure that teachers are supported to understand the small steps of learning that build towards the curriculum's end points, and that teachers check and ensure that pupils learn these smaller steps. ? Some aspects of the English curriculum are not as well implemented as others.

Teachers do not have the knowledge and skills needed to teach the writing curriculum effectively. This means that expectations of pupils' writing are not high enough and pupils do not achieve what is expected for their age in writing. The school should support teachers so that they have the knowledge and skills needed to teach the writing curriculum, so that all pupils learn to write with the legibility, fluency and stamina expected for their age.

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