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Pupils are very happy at this school and thrive academically and personally.
They feel safe and enjoy warm and positive relationships with staff and each other.
Pupils have a deep sense of tolerance and equality. They speak confidently about treating everyone equally.
They treat each other with respect. Most pupils behave well in lessons and around the school.
Staff have high expectations for pupils' academic and personal development.
Pupils achieve exceptionally well in English and mathematics. This is reflected in the high-quality work that pupils complete in these subjects.
Pupils are extremely proud of their school.
The...y appreciate the wide variety of character-building opportunities that the school provides. This includes the many educational visits and a vast array of extra-curricular clubs on offer to them. Through their many leadership roles, pupils make a significant contribution to the school and its wider community.
For example, older pupils share their talents and interests by organising and leading a range of lunchtime clubs for younger pupils. This helps them to be positive role models and to develop their leadership skills.
What does the school do well and what does it need to do better?
The curriculum is broad and ambitious for pupils, including those with special educational needs and/or disabilities (SEND).
The curriculum is enriched by many meaningful opportunities to bring learning to life. Pupils are supported to make purposeful links across different subjects, and this strengthens their knowledge and understanding. In most subjects, staff routinely check what pupils know and remember.
The school identifies the needs of pupils with SEND well. In most subjects, the school has identified the important knowledge and skills it wants all pupils to learn. However, in a small number of subjects, the most important knowledge that pupils need to learn is not identified and sequenced as clearly as it could be.
On occasion, some pupils struggle to learn the curriculum because they have moved on too quickly before securing the foundations needed. This can affect how well some pupils build knowledge in some subjects.
Reading is prioritised across the school.
Pupils have very positive attitudes towards reading. They speak with enthusiasm about their favourite books and authors. The school provides well for pupils at an early stage of learning to read.
Staff expertly teach pupils to read. Pupils are quickly supported to become fluent, confident readers.
Pastoral care is a strength of the school and something that parents and carers commented highly on.
The school's work on pupils' personal development is exemplary. When pupils join the school, they learn about the 'Walmley essentials' which is a highly ambitious life-skills programme. This includes basic first aid and teaches pupils about their locality and personal safety.
This prepares pupils very well for their future lives. Pupils speak with maturity about issues such as healthy relationships and consent. They know how to stay safe online and the importance of not sharing personal information.
Cultural development is promoted through music, the arts and themed days. These experiences support pupils to appreciate difference and develop their understanding of the world.
Pupils talk confidently about their school values.
They know what these mean in practice and model them to each other. The school has high expectations for pupils' behaviour, and most pupils live up to these expectations. However, occasionally off-task behaviour in lessons is not addressed by adults.
Some pupils become distracted from their learning so they do not learn as well as they should. The school works well with parents to ensure pupils attend regularly and on time.
Governors have the right skills to challenge and support the school.
Their work is effective. Staff are incredibly proud to work at the school. They appreciate the school's consideration of their workload and well-being.
The school has created a culture where staff feel appreciated and valued.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• There is variability in the implementation of the curriculum in some subjects.
Some pupils struggle to access the planned learning. They do not build their knowledge sequentially over time. The school should make sure that staff have the support they need to ensure that the work given to pupils is closely matched to the aims of the planned curriculum so that it meets the needs of all learners.
• Occasionally, low-level off-task behaviour in lessons is not addressed. Some pupils do not fully focus on their learning and become distracted so they do not learn as well as they should. The school should ensure that the behaviour policy is applied consistently to keep all pupils engaged with their learning.
