Webheath Academy Primary School

Highlights from Latest Inspection

Main findings

This is a good school.

Improvement since the last inspection has been good. Pupils in Years 3 and 4 make good progress in mathematics and the changes made to the curriculum provide increased relevance for pupils' learning. Across the school pupils make good progress and achieve well.

Attainment at the end of Year 2 and Year 4 is average and rising as the improvements secured in teaching and curriculum planning are having a positive impact on pupils' learning and their progress. The school works exceptionally well with parents and carers and values their partnership highly as it makes a very significant contribution to pupils' learning and well-being. Comments such as 'staff do a fantastic job...' and 'I've never had any concerns and both of my children enjoy school every day' were typical of those recorded on the parents' and carers' questionnaire.

The school's exemplary safeguarding practice ensures that pupils feel extremely safe at school and parental confidence in this respect is high. Pupils receive exceptionally good levels of care, guidance and support and families too are supported very well. These factors, together with pupils' positive attitudes and good behaviour contribute significantly to their good progress.

Under the strong and focused leadership of the headteacher, staff and governors are working together well to move the school forward at a good pace. Their high levels of commitment, enthusiasm and willingness to modify their practice to better meet the needs of pupils is a key factor in the school's successes to date. Self-evaluation is largely accurate and based on a good range of monitoring evidence.

Aspects of the school's work that could be improved further are identified and action plans are generated to bring about the change needed. These plans do not always clearly identify the improved outcomes expected as a result of the action taken. Consequently it is not always possible for the school to evaluate or quantify with confidence the impact of its improvement work.

A willingness to engage in professional development and effective teamwork ensures that leaders and managers at all levels support the headteacher well. They play an effective role in monitoring the school's work. The school's past track record and strengths in leadership and governance demonstrate that it has good capacity to improve further.

Pupils enjoy their lessons and learn well because of good teaching and a curriculum that engages their interest in a meaningful way. They are keen to complete tasks, work hard and want to do well. Teachers' assessment of pupils' work is used effectively to set pupils their next step targets for improvement.

Pupils talk confidently about what they need to learn next to make their work better. This awareness helps them to assume some responsibility for their own learning. Teachers plan meticulously to ensure that work is well matched to pupils' needs and this ensures their learning moves forward at a good rate.

When pupils are challenged to investigate and pursue their own ideas to find solutions to problems or questions their learning is extended and they often make rapid progress. Planning for pupils of all abilities to engage in opportunities such as these is not systematically integrated into whole school practice. Throughout the school the support staff work in close collaboration with teachers and make a significant and valuable contribution to pupils learning in lessons and to their personal care and welfare.

Reception children get off to a good start because teachers engage their interest through the wide range of stimulating activities provided. They receive the same outstanding level of care as pupils in the rest of the school and quickly grow into confident and independent individuals.

Information about the school

This is a slightly larger than average school.

Most pupils have White British backgrounds. A number of minority ethnic groups are represented in the school but the numbers of pupils in each group are very small. A very few pupils are in the early stages of learning English as an additional language.

An average proportion of pupils have special educational needs and/or disabilities. The school has achieved the Healthy Schools, Eco School and Green Flag awards together with the Activemark Gold Award and the Sports Mark. During term time the school provides before and after school care and runs an under-fives group providing morning and afternoon sessions.