Warton Nethersole’s CofE Primary School

Highlights from Latest Inspection

Outcome

Warton Nethersole's CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

The headteacher of this school is Susan Friend.

This school is part of Birmingham Diocesan Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Tim Boyes, and overseen by a board of trustees, chaired by Sarah Smith.

What is it like to attend this school?

The school is at the heart of its community.

Pupils and their families are proud to be a part of this caring and nurturing school. The school's values underpin every aspect of schoo...l life. Staff model these effortlessly and the curriculum embodies them.

As a result, pupils are happy, attend school well and are kind to one another.

Staff form positive relationships with pupils and know them well. They have high expectations for pupils' achievement.

Pupils rise to these high expectations. In lessons there is a buzz that revolves around learning. Pupils not only want the best for themselves, but also their peers.

At playtimes, pupils of all ages play together harmoniously. Year 6 pupils are 'buddies' for their peers in the Reception Year and they look out for them and help to develop their independence.

The school council organises charitable fundraising for causes that are close to pupils' heart.

For example, pupils raised money for the local hospital and for a school in Kenya. This helps pupils to demonstrate compassion to those who are less fortunate.

Pupils participate in all the school has to offer.

Clubs such as 'Christmas crafts,' football and reading are pupil favourites. The school choir sing in national events and in the local parish. All of this helps pupils to develop their interests and confidence.

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

The school has pupils' best interests at the heart of all it does. School leaders evaluate carefully what is working well and what is not. They check the school's systems and policies effectively.

Leaders take appropriate action and monitor the impact of the school's work. Staff, parents and carers, and pupils are kept well informed and consulted of any changes. This helps to ensure that the vast majority are on board with the school's vision.

Governors and trustees understand their role and carry this out effectively. Their continuous and robust support has led to the school sustaining its standards. Some aspects of leaders' work, such as attendance and behaviour, have seen important improvements over time.

The school has established an engaging and ambitious curriculum. It sets out in a logical order the key knowledge that pupils will learn, when they will learn it and how they will learn it. There is a focus on developing pupils' vocabulary and promoting discussions.

As they progress through the school, some pupils attend beneficial poetry and writing workshops. Pupils work with pupils from other schools to enhance and deepen their understanding of important learning.

In lessons, staff select a range of engaging strategies to sustain pupils' attention.

Pupils are supported well to remember their learning. Teachers are quick to re-teach information if pupils cannot recall the learning, or if any misconceptions arise. This helps pupils to secure their understanding before new knowledge is introduced.

As a result, pupils effectively build their knowledge over time. However, some tasks are not as sharply focused as they could be. This means that some pupils are not given work matched to their ability.

As a result, some pupils find the work too hard and some find it too easy.

Pupils with special educational needs and/or disabilities (SEND) are accurately identified. Staff work closely with pupils, their families and external agencies to ensure that pupils are supported well.

Pupils receive bespoke support depending on their needs. This helps them to access the curriculum. As a result, pupils with SEND achieve well.

As soon as children start in the Nursery, they develop their communication and language. This prepares them well for the phonics programme in the Reception Year. Most pupils get off to a flying start and are accurate readers by the end of the early years.

Pupils who struggle to read receive regular bespoke support. This helps pupils to catch up.

The school celebrates pupils' successes in a variety of ways.

These include celebration assemblies, house points and stickers. Pupils appreciate this recognition. The school effectively supports pupils who struggle to manage their behaviour.

The personalised approaches work well to improve pupils' behaviours over time. This prepares pupils well for life in and out of school.

The school's personal, social and health education is taught through weekly lessons, collective worship and is linked to other subjects.

Pupils learn about world religions and visit Mosques, Hindu temples and Gurdwaras to promote diversity. As soon as children start in Nursery, they are taught to be kind and the importance of eating well. Older pupils are introduced to an array of professions through 'careers day.'

This prepares pupils well for their next steps.

The school collaborates with schools within the trust to ensure the pupils get the best deal. This involves sharing expertise across the schools to upskill staff.

Staff receive training and appreciate the actions the school have taken to manage their workload and wellbeing. As a result, staff are proud to be a part of this special school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Some pupils are given tasks that are not as sharply focused as they could be. This means that some pupils find the work too hard and some find the work too easy and this slows their learning. The school should continue to develop staff expertise so that all pupils make the best possible progress through the curriculum.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged school to be good for overall effectiveness in April 2019.