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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
Mrs Helen Colcombe
Address
Tennyson Road, Headless Cross, Redditch, B97 5BL
Phone Number
01527543187
Phase
Academy
Type
Academy converter
Age Range
4-9
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
438
Local Authority
Worcestershire
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.
Main findings
This is a good school, which has improved since its last inspection.
Pupils' attainment in reading, writing and mathematics has risen to be above that expected nationally and their progress has accelerated. This is because leaders and managers have a clear focus on raising standards and keep a close eye on pupils' progress. Through very good use of rigorous tracking systems they quickly recognise any underachievement and address it with a good range of strategies and extra support.
Since the last inspection there have been fluctuations in staffing but the school has successfully raised the quality of teaching. Teachers have high expectations and engage pupils well. They make lessons interesti...ng with plenty of opportunities for pupils to discuss and share ideas.
Leaders at all levels monitor the quality of learning and teaching, although the school lacks a systematic and structured approach to help individual teachers understand how to improve further. The use of assessment in classes has improved but variations remain. In some lessons, teachers build upon previous learning well but assessment information is not always used effectively enough to ensure good match of work to ability, especially for more able pupils.
Although pupils know their targets in English and mathematics, teachers' marking in books does not consistently link learning to these targets or give pupils sufficient indication of how to improve. Pupils enjoy school and develop good personal skills. They behave well and show a good understanding of right and wrong.
They make a good contribution to the school community, taking on roles of responsibility willingly. Class and school councils work to benefit others, both within the school and beyond. Pupils' spiritual, social, moral and cultural development is good.
They enjoy being creative and imaginative and develop a good understanding of cultures different to their own. This is because of the school's positive promotion of community cohesion and the well planned curriculum which provides ample opportunity to learn about others. Attendance is average.
Although the school has strategies in place to encourage regular attendance, day-to-day monitoring of it lacks sufficient rigour. The headteacher has created a strong leadership and teaching team, building positive relationships, recognising expertise and addressing shortcomings. She has developed stringent systems to monitor the progress pupils make and set challenging targets.
This has enabled the school to identify weaknesses and effectively plan what it needs to do to improve further. Self-evaluation is realistic and plans for the future aim high. In the light of this and recent improvements, the school is in a good position to continue to improve.
Information about the school
This is a much larger than average sized first school. Most pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is below the national average as is the number of pupils with special educational needs and/or disabilities.
The proportion of pupils who speak English as an additional language is well below national levels. A privately run pre-school shares the school site. This provision is subject to separate inspection as it is not managed by the governing body.
