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Yardley Wood Community Primary School continues to be a good school.
What is it like to attend this school?
Everyone is valued at Yardley Wood Community Primary School.
The school serves a diverse community. Relationships between pupils and staff are warm and positive. Pupils know who to talk to if they are worried.
As a result, pupils feel happy and safe.
The school has established clear routines and staff teach pupils how to behave well. Consequently, pupils conduct themselves well.
Pupils understand the importance of treating others equally. Most focus well on their learning and are polite and respectful of one another and adults. If bullying happens, ...staff deal with it effectively.
Pupils enjoy their lessons and talk about their learning and achievements with pride.
The school has high expectations of what pupils can achieve. The curriculum is ambitious for all, including pupils with special educational needs and/or disabilities (SEND).
However, the good-quality provision in place is not yet reflected in published results. Carefully tailored support and effective teaching ensure that pupils are now achieving well. As a result, outcomes are improving.
The school provides a variety of clubs each term, including sports, choir and darts. Pupils are eager to take on positions of responsibility as school councillors and sports leaders. Pupils take part in school productions and represent the school at events in the local community.
What does the school do well and what does it need to do better?
The school has designed an ambitious, broad and engaging curriculum. This enables pupils to build up their knowledge and understanding of important ideas over time. The school is keen to ensure that pupils are proud of who they are and where they come from.
It has made sure the curriculum includes opportunities for pupils to learn about important features and people from the local area.
Children begin to develop their knowledge as soon as they start in the early years. Teachers explain key information clearly and revisit prior learning with pupils.
This helps pupils to retain important knowledge and make the progress they should. However, leaders' checks on pupils' learning were not as precise as they should have been last year. This means that gaps in pupils' learning were not picked up and addressed.
The school has started to address this issue in some subjects. As a result, an increasing number of pupils are successfully building their learning and retaining key information. For example, pupils can talk confidently about how to calculate the perimeter in mathematics lessons.
The school has prioritised the teaching of phonics. It is taught well and with consistency. Staff provide pupils with regular opportunities to practise and apply the sounds they learn.
Reading books are well matched to the phonic sounds that pupils know. This helps pupils build their confidence and develop their reading fluency. Extra help is provided, if needed, to support some pupils to keep up with the phonics programme.
The library provides pupils with a well-resourced reading area. Pupils value this resource and develop a love of reading.
The school quickly identifies pupils with SEND.
Most pupils access the same curriculum as their peers. Pupils with complex needs receive bespoke support from well-trained staff, both in the classroom and in the 'Rainbow Room'. Adaptations to tasks and additional resources help pupils complete the work set.
Leaders use advice from professionals to support pupils with SEND well. As a result, most pupils with SEND make good progress.
The school monitors pupils' attendance carefully.
It has robust systems in place to make sure it responds to absences. Pupils are also offered exciting rewards such as 'Hollywood and hotdogs' when they attend regularly. As a result of this range of strategies, pupils' overall attendance is improving.
However, there are still too many pupils who are frequently absent. This means that they miss key learning. Leaders are determined to continue to work with parents to improve this situation.
While most pupils behave well, some pupils find it hard to meet the school's expectations of behaviour. This has a negative impact on their learning.
The school places a strong emphasis on providing pupils with a range of opportunities to develop their talents and interests.
Pupils take part in many educational visits and are participating in a 'Proud to be a Brummie' project with local musicians. Pupils regularly raise money for charity, which helps them develop empathy for others.
Staff are proud to work in the school.
They appreciate leaders' consideration of their well-being and workload. For example, staff feel that the newly developed marking policy contributes positively to staff work-life balance.
Governors understand the school's strengths and areas that need further development well.
They challenge and hold leaders to account fully.
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 have gaps in their learning.
This affects their progress as they move through the school. The school should ensure that staff check pupils' understanding systematically and provide pupils with the support needed to attain well across the curriculum. ? Some pupils find it hard to meet the school's expectations around behaviour.
This results in pupils being suspended repeatedly, which has a negative impact on their attendance and achievement. The school should continue to work with all pupils to support them to meet the expectations of the behaviour policy, amending its strategies as needed if they are not proving to be effective.
Background
When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good.
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 would now receive a higher or lower grade, then the next inspection will be a graded inspection, which 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 second ungraded inspection since we judged the school to be good in February 2014.
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