Brownhills West Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils thrive at this caring, nurturing school. The school motto: 'DREAM BIG', reflects the school's values: Belonging, Responsibility and Ambition.

Pupils believe they can achieve well academically and socially and they do. All adults are highly ambitious for all pupils from the moment they join the school, whether this is in Nursery and Reception or further up the school.

The school knows its families and pupils extremely well.

It acknowledges some of the difficulties they may face. The school sensitively and effectively provides pupils and their families with the support they need. Parents and carers value this.

Pupils enjoy school and want to be ...here. They are safe and happy. They trust the adults who greet them enthusiastically each morning.

Behaviour in lessons and at other times of the day is strong. The school gives appropriate, effective support to any pupil who might find managing their behaviour more difficult.Pupils enjoy playtimes.

The school council have played an active part in making changes to playtimes, which they know have made a difference. Pupils enjoy the activities, including the reading hub, they can now use at these social times.

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

The school, with the support of the trust, have designed an ambitious curriculum that meets the needs of pupils.

The review of the curriculum, after COVID-19, identified gaps in pupils' learning. Leaders have identified the key knowledge and skills pupils need to acquire. The school has successfully improved pupils' attitudes to learning.

Pupils achieve well. They present their work with care and pride.

A focus on reading, writing and mathematics has been a priority for the school.

These are now a strength. Pupils enjoy their learning in these core subjects. They talk enthusiastically and confidently about what they have learned.

The school's review of some other subjects, such as history, physical education and art and design, is at an earlier stage. The curriculum for these subjects is well designed. Leaders have sequenced learning with clear end points and opportunities to check pupils' learning.

However, there is still more for leaders to review to ensure that all pupils are doing as well as the school expects them to in each subject.

Early years is a strength of the school. Children in Nursery or Reception get off to a great start.

They settle quickly. Children are happy and secure in the purposeful, vibrant environment. Routines are well established, and staff expectations are high.

The curriculum for early number is strong. There is a focus on developing language through stories and rhymes. As a result, children achieve well.

Reading is rightly a school priority. As soon as pupils join the school, they learn to read well. Staff are well trained to support early readers.

Those who find learning to read more difficult quickly receive support.The school creates a positive reading culture. Pupils in Years 5 and 6 readily share their reading for pleasure books.

Year 5 pupils confidently recite the poem 'Jabberwocky', and many know it from memory. One pupil commented, 'reading helps us know more and more', and another said, 'it stretches my imagination'.

Some pupils do not attend school regularly enough.

This means they miss important learning and the wider experiences the school provides. The school works hard to encourage pupils to attend. It identifies barriers and issues pupils and families may face.

It works closely with parents and carers to support attendance, and where this is successful, pupils thrive.

Pupils with special educational needs and/or disabilities (SEND) are part of all school activities, including taking on roles and responsibilities. The school swiftly identify pupils' needs.

Pupils with SEND receive effective support. Staff adapt the curriculum well to ensure pupils with SEND learn alongside their peers in class successfully. Consequently, they grow in confidence and build self-esteem, achieving well.

The school identifies pupils' skills, talents and interests and seeks out opportunities to develop these. Pupils learn about fire and water safety. They also learn how to keep themselves safe online.

Pupils take on roles and responsibilities including reading ambassadors, school councillors and playground leaders. The school prepares pupils for life beyond school. They learn about faiths and beliefs that may be different to their own.

Pupils know the importance of treating everyone equally and with respect.

Staff are proud and happy to be a part of this school. They feel valued by leaders, governors and the trust.

They value the professional development opportunities they receive. Members of the local governing body and trust know the school well and are frequent visitors to school.

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 foundation subjects, the school's review of its curriculum, and the impact it is having on pupils' learning, is at an early stage. This means that the school cannot yet be sure that pupils are learning the intended curriculum. The school should put in place appropriate measures to establish if pupils are learning what is intended and achieving as well as they could across all foundation subjects.