Crocketts Community Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Crocketts Community Primary School is a highly inclusive and welcoming school. Staff understand the needs and challenges of their pupils and local community. The school is highly ambitious for all pupils.

This particularly includes pupils with special educational needs and/or disabilities (SEND).

The school's motto of 'unlocking futures' is firmly realised. Staff know the individual barriers to pupils' learning and how best to remove them.

Pupils and their families are well cared for. The school has high expectations for pupils' achievements. As a result, pupils are happy, safe and rise to these high expectations.

Pupils demonstrate the school's 'can...' values of curiosity, aspiration and neighbourliness. Developing pupils' characters is a real strength of the school. Pupils have a strong acceptance of others who are different to them.

They understand the importance of equality. Pupils' attitudes to learning are positive. Consequently, pupils are highly respectful of each other.

Behaviour and attitudes across school are exemplary.

Parents and carers are overwhelmingly positive about their children's experiences here. The school builds positive relationships with families, even before pupils start at the school.

As a result, children in the early years get off to a flying start.

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

Leaders have a strong and clear vision for how to best meet the needs of their whole school community. The school has shaped its curriculum to support the future needs of its pupils.

For example, pupils learn about the importance of saving money and how to budget. They know the risks and benefits of borrowing and spending. This prepares pupils well for adulthood.

In the majority of subjects, the school sets out what knowledge it wants pupils to learn over time, starting from the early years. For example, in history, key historical concepts are well embedded across school. Pupils have many opportunities to revisit and build on prior learning effectively, such as in mathematics.

As a result, in most subjects, pupils know and remember more. They can use subject-specific vocabulary accurately when sharing their learning. However, in English, particularly in writing, how knowledge builds on prior learning over time is less clear.

Consequently, this slows down learning for some pupils.

Teachers provide clear explanations most of the time. Their subject knowledge is mostly secure.

In lessons, teachers are particularly adept at supporting the needs of pupils who are disadvantaged and pupils with SEND. For example, in physical education, staff ensure that pupils with physical disabilities access the same learning as their peers.

The love of reading is highly promoted across school.

Pupils access a wide range of high-quality and diverse texts, including poetry. Pupils are excited and motivated to visit book shops, meet authors and earn rewards for reading. Staff deliver the phonics programme with expertise.

Most books are well matched to pupils' reading knowledge. Pupils are assessed regularly, and effective support is quickly put in place for those who need it. All this means that pupils learn to read well.

Systems for identifying the needs of pupils with SEND are robust. The school works effectively with external agencies. It prioritises quality resources to best help pupils.

These resources include sensory spaces, practical equipment and specialist training from external professionals. Consequently, the specific needs of pupils with SEND are well met.

Starting from the provision for two-year-olds, children's journey through the early years is exceptional.

Staff pay particular attention to building children's communication, language and independence. Indoor and outdoor spaces are well thought out to help children access the curriculum securely. The strong foundations built in the early years prepare children exceptionally well for their next stages.

Pupils are respectful, kind and caring. They have great compassion for the well-being of others. Staff demonstrate skill and expertise in supporting pupils to behave well.

Staff share their expertise with other schools. They are highly trained in supporting pupils' emotional well-being. Staff are alert to changes in pupils' behaviours.

This also ensures that pupils are safe. Subsequently, support for pupils who need extra help is timely and highly effective. Pupils attend well and are eager to come to school each day.

The programme for pupils' personal development is exemplary. Talents and interests are well considered, including in music and sports. Pupils benefit from wider experiences.

These experiences include an extensive after-school offer, such as tennis and the Crocketts' band. Pupils take an active role in keeping their peers safe. For example, the pupil 'Sandwell safeguarding champions' proudly wear a blue high-visibility vest to stand out from others.

They alert trusted adults if pupils need help.

Governors are highly effective. They have a positive impact on pupils' experiences and education.

Professional development for staff is prioritised. Subject leaders are well trained to lead their subject areas. The school is ambitious and supportive of its staff's career development.

Leaders demonstrate how 'unlocking futures' also extends to the whole school 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 English, particularly in writing, the component knowledge that the school wants pupils to learn is not clear enough.

Pupils do not build their knowledge in a clear sequential way. This slows down learning for some pupils. The school should ensure that in writing, the curriculum accurately identifies what knowledge pupils should learn over time and how this builds on previous learning.