Halesowen CofE Primary School

Highlights from Latest Inspection

What is it like to attend this school?

This is an inclusive school. All pupils are welcome.

Many join the school partway through their education or speak English as an additional language. They quickly make friends and participate fully in school life. The school provides additional support and resources for any pupil who finds learning challenging, especially those with special educational needs and/or disabilities (SEND).

The school has high expectations of pupils. Pupils strive to live up to these. They are kind to others and try hard with their work.

This endorses the school's motto of 'We care, we trust, we believe. We share, we enjoy, we achieve.' Pupils of all ages enjoy talking about their... learning.

Pupils behave well in lessons and at social times. They demonstrate positive attitudes to learning, including in the early years. Pupils know they can talk to a member of staff if they have any worries or concerns.

This helps them to feel safe in school.

Pupils are actively involved in a variety of leadership roles. These include house captains, peer mediators and collective worship monitors.

This builds their confidence and independence. Additionally, pupils enjoy the range of clubs and enrichment opportunities the school offers.

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

The school has taken effective action since the previous inspection to improve the curriculum.

It is well sequenced to help pupils build knowledge over time. Teachers typically have good subject knowledge. They present new information clearly.

Teaching assistants provide helpful support to pupils who need it, especially those with SEND. The school also caters for pupils with emotional and mental health needs successfully. The well-equipped nurture room provides a safe space for pupils when needed.

Pupils achieve well in English and mathematics. However, the school's published data for mathematics in 2024 was below the national average. A significant proportion of these pupils joined the school partway through key stage 2.

Currently, most pupils have a secure grasp of mathematics, with a particular strength in their multiplication skills.

Staff regularly check pupils' understanding and offer encouragement during lessons. However, the school's approach to checking what pupils know and remember is underdeveloped in the wider curriculum.

As a result, some pupils struggle to talk confidently about what they should know, leading to gaps in their knowledge.

Curriculum leadership is developing. The school has redesigned what is taught across a range of subjects to ensure that pupils' learning is relevant and builds progressively.

However, most subject leaders are new to their roles. As a result, the school is still developing the skills needed to check what is working well and identifying areas for improvement to eliminate gaps in pupils' learning.In the early years, the development of children's communication and language is a priority.

Staff interact constantly with children throughout the day, checking their understanding and prompting discussion. Children enjoy the range of activities designed to develop their personal, social and physical skills. They also learn clear routines and respond positively to the high expectations for their behaviour.

This prepares them well for future year groups.

The school has a clearly defined strategy for identifying and supporting pupils with SEND. It commissions external support to provide any specialist input needed.

Plans for individual pupils are comprehensive and specific. Pupils learn the full curriculum and happily participate in all school activities.

There is a rigorous approach to the teaching of phonics and early reading.

Pupils at the earliest stages of reading develop secure phonics knowledge. Staff provide additional support for those who struggle. Pupils read regularly to adults in school and books are suitably matched to help pupils improve.

Raising attendance is a key priority for the school. It analyses and follows up all absences. Despite these efforts, a large proportion of disadvantaged pupils and pupils with SEND continue to miss too much school.

This affects their progress as they miss vital lessons and learning opportunities.

The school provides a range of opportunities to help prepare pupils for life beyond school. Staff teach pupils how to stay healthy and safe and appreciate those with different beliefs and backgrounds from their own.

Pupils know the importance of treating everyone equally and with respect. Discrimination of any kind is not tolerated. Pupils are aware of the different forms that bullying can take and are confident that it is dealt with swiftly when reported.

The school has responded positively to the guidance provided by the local authority and the diocese. A committed governing body also supports the school well. Governors have developed a greater awareness of their roles and a firm understanding of their statutory duties.

Staff are proud to work at the school and appreciate the training and support they receive.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school's methods for checking what pupils know and can do over time are not yet firmly established.

As a result, some pupils, including those in the early years, develop gaps in their learning. The school should implement a consistent approach to checking how well pupils retain and recall their learning over time. ? Almost all foundation subject leaders are new to their roles.

They have not yet had time to identify where further curriculum improvements are necessary. As a result, some pupils do not build knowledge securely over time. The school should ensure it monitors and evaluates these areas and makes the necessary adaptations to strengthen the curriculum, enabling pupils to deepen their understanding and progress confidently over time.

• Too many disadvantaged pupils and pupils with SEND are persistently absent. This means that they miss important learning and fall behind their peers. The school should work in close partnership with parents and carers to address the specific barriers these pupils face, ensuring their attendance improves so that they can benefit from what the school has to offer and achieve well.

Also at this postcode