Albert Pritchard Infant School
phone: 0121 5560858
headteacher: Mrs Carla Clarke
216 pupils capacity: 113% full
140 boys 56%
105 girls 43%
Last updated: June 18, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 399173, Northing: 296045
- GPS coordinates
- Latitude: 52.562, Longitude: -2.0136
- Accepting pupils
- 3—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 16, 2013
- Region › Const. › Ward
- West Midlands › West Bromwich West › Wednesbury North
- Urban > 10k - less sparse
- SEN priorities
- ASD - Autistic Spectrum Disorder
- Investor in People
- Committed IiP Status
- Free school meals %
- Trust school
- Is supported by a Trust
- Wednesday Learning Community Trust
- 0.2 miles Wood Green Junior School WS109BW (234 pupils)
- 0.3 miles Stuart Bathurst Catholic High School College of Performing Arts WS109QS (821 pupils)
- 0.4 miles Old Park Primary School WS109LX (498 pupils)
- 0.4 miles St Mary's Catholic Primary School WS109PN (243 pupils)
- 0.4 miles Wood Green High School College of Sport, Maths and Computing WS109QU
- 0.4 miles Wood Green Academy WS109QU (1493 pupils)
- 0.6 miles Kings Hill Primary School WS109JG (310 pupils)
- 0.7 miles Mesty Croft Primary School WS100QY
- 0.7 miles Park Hill Primary School WS100TJ (259 pupils)
- 0.7 miles Mesty Croft Academy WS100QY (407 pupils)
- 0.8 miles St John's CofE Primary School WS107AL (193 pupils)
- 0.8 miles Salisbury Primary School WS108BQ (304 pupils)
- 0.8 miles St John's CofE Primary School WS107AL
- 0.9 miles Holyhead Primary School WS107PZ (210 pupils)
- 0.9 miles Tameside Primary School WS100EZ (537 pupils)
- 1 mile Tameside Infant School WS100EX
- 1 mile Tameside Junior School WS100EX
- 1 mile Hillary Junior School WS29BP
- 1 mile Hillary Infant School WS29BP
- 1 mile Hillary Primary School WS29BP (574 pupils)
- 1.1 mile Wodensborough Community Technology College WS100DR
- 1.1 mile Manor Foundation Business, Enterprise & Sports College WS100JS
- 1.1 mile Rowley View Nursery School WS107RU (80 pupils)
- 1.1 mile Wodensborough Ormiston Academy WS100DR (963 pupils)
Albert Pritchard Infant School
Crew Road, Wednesbury, WS10 9QG
|Inspection dates||16–17 May 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Good||2|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| Outstanding leadership from the headteacher, |
As a result the vast majority of teaching is
Outstanding organisation and teaching in the
Leaders, including governors, check
with strong support from the local authority
adviser, has led to considerable
improvements in the effectiveness of the
governing body and senior leaders during this
now good, and some is outstanding. All staff
have worked hard with the senior leaders to
remove weaknesses, and this has
strengthened the progress made by pupils.
nursery enables children to make rapid
progress in learning and social development
from very low starting points.
accurately the quality of teaching and
learning. These checks show that the overall
progress of pupils is good.
| Pupils enjoy coming to school and feel safe. |
All groups of pupils, including those who are
Pupils enjoy a wide range of extra activities,
Relationships are very good throughout the
Their behaviour is good and well managed by
staff. Attendance has improved considerably.
disabled or have special educational needs and
those known to be eligible for the pupil
premium, receive good-quality support and
care, and as a result they make good progress.
with good support provided for their spiritual,
moral, social and cultural development.
school, and pupils know how to support one
| The role of subject leaders in checking |
teaching and giving guidance to staff is not
yet fully developed.
| Pupils do not have enough opportunities to |
work independently and solve problems and
research topics without the help of the teacher.
Information about this inspection
- Inspectors observed a total of 22 lessons, seeing every teacher and class from Nursery to Year
2, and made other briefer class visits. Two lessons were jointly observed with the headteacher.
- Inspectors talked with pupils about their learning, and many were heard reading.
- The school has a small number of pupils (allocated places by the local authority) who suffer from
complex learning needs.
- Meetings were held with governors, a local authority representative and various groups of
teaching staff. The questionnaire responses from 40 staff were considered.
- The views of 28 parents and carers, from the online questionnaire Parent View, were also taken
into account, together with views expressed directly to inspectors during the inspection.
- Inspectors reviewed pupils’ books, observed the school’s work and looked at a number of
documents, including the school’s own information regarding pupils’ progress, planning and
monitoring documentation, and policies and records relating to attendance, child protection and
|Keith Shannon, Lead inspector||Additional Inspector|
|Judith Tulloch||Additional Inspector|
|Carol Worthington||Additional Inspector|
Information about this school
- The school is larger than most other infant schools.
- Very few pupils speak English as an additional language, although the number is rising.
- The proportion of disabled pupils and those who have special educational needs supported at
school action is broadly average, as is the proportion supported through school action plus or a
statement of special educational needs.
- The proportion of pupils supported by the pupil premium, which in this school usually applies
only to pupils who are known to be eligible for free school meals, is average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- As part of a federation with a local junior school, the infant school shares the same senior
leadership team of headteacher (who took up her post as executive headteacher in January
2013) and governing body. The junior school was inspected in 2012.
What does the school need to do to improve further?
- Increase the amount of outstanding teaching to raise pupils’ achievement, by:
giving pupils good, regular opportunities to improve their independent learning and research
making sure pupils respond to marking of their work, so they can practise and improve their
- Improve the impact of leadership and management on raising pupils’ standards by:
increasing the opportunities for all leaders to check teaching and learning
involving them all in identifying and implementing improvement priorities, and monitoring the
effectiveness of such measures.
|The achievement of pupils||is good|
- The children’s attainment on entry to the nursery is well below the levels expected nationally for
this age group. They make outstanding progress and enter Reception with standards just below
the levels expected for their age.
- Pupils’ progress slows from Reception to the end of Year 2, but is still good. Most pupils leave
school with levels at or just below national expectations, showing good overall achievement.
Opportunities for pupils to work with a greater degree of independence, and to research, are not
as strong after they leave the nursery.
- Pupils’ attainment in reading, writing and mathematics dipped last year, though the Year 2 test
results still reflected good progress. In the past few terms the rate of pupils’ progress has risen
considerably. Staff provide many booster classes, understand pupils’ individual needs much
better than in past years, and are learning from the high-quality example and expectations set
by the headteacher.
- Standards of reading are good. Pupils have a good understanding of phonics (the links between
sounds and letters) and many speak about reading for pleasure at home. Pupils have a home
reading diary that is monitored closely. The developments in reading have been supported by
many improvements to the library and the creation of a computer suite and non-fiction area for
research. Pupils are generally very confident in speaking with adults and are encouraged to
always do so in full sentences.
- Disabled pupils and those who have special educational needs achieve well thanks to effective
help and guidance that is matched closely to their individual needs.
- Pupils who are supported by pupil premium funding make similar progress compared to others.
The school provides extra support for them in classrooms, booster classes and opportunities to
take part in all aspects of school life. There is a gap of approximately one term of learning
between the attainment of pupils who are known to be eligible for free school meals and their
classmates in English and mathematics, but this is closing.
|The quality of teaching||is good|
- During their time in the nursery children are encouraged to develop language in all situations.
They choose many of their own learning tasks, and staff question them skilfully to ensure
learning is taking place. Opportunities for social interaction and learning through role-play
generate imagination, enjoyment and development.
- The majority of teaching is good, and it is sometimes outstanding. The high expectations
teachers have of pupils’ behaviour are generally clear. In most of the lessons seen, pupils were
intent on learning and finding the answers to problems set, all in a very lively, structured and
- The best teaching encourages pupils to ask questions and these are followed up. Pupils in these
lessons listen very well. All pupils develop good basic skills, and teachers are constantly
improving the way they use previous data to plan work for pupils. For example, where phonics is
taught well the teacher uses flash cards, linked to pictures, to ensure that the correct
pronunciation is used, and follows this up with songs and rhymes.
- Teachers are skilled at questioning pupils to inspire enthusiasm for learning and to check their
understanding. This was seen in a Year 1 lesson, when the work was adapted for four different
ability groups and pupils were able to continue their learning independently through well-
planned extension tasks.
- There are not enough opportunities for pupils to respond to marking, and teachers do not
always check to see how the pupil has responded to their advice. A training programme is
already in place, with weekly sessions to show staff how to develop these skills further.
- Pupils do not always have sufficient opportunities to work independently or to research topics.
This can mean that some pupils do not achieve their full learning potential, as tasks are not
always set at an appropriate level of difficulty.
- Disabled pupils and those who have special educational needs, along with those known to be
eligible for the pupil premium funding, are all well supported in their learning. Their progress is
good as a result of this well-planned support by staff.
|The behaviour and safety of pupils||are good|
- Pupils understand of how to keep themselves safe, and their general behaviour is good. Even on
the odd occasions when some are distracted because teaching does not fully engage them, they
do not disrupt the learning of others.
- Parents support the school very well, and the vast majority are very happy in turn with the
support they get from staff. As with views of pupils, parents say that they are happy with safety.
There are strong relationships across the community, and parents highly appreciate the training
classes run by the school on a variety of issues.
- Pupils understand about bullying, and are very quick to say how well teachers look after them.
They also look after one another, and inspectors saw many examples of this and of sharing in
- Clear guidance is given to pupils on a range of issues about keeping themselves safe. The school
has strong working partnerships with external professionals, such as speech and language
specialists, and quickly identifies how to find that support when it is necessary.
- Overall attendance has risen considerably in the past year, and is now broadly average as a
result of the school’s concerted drive to improve it. Celebration assemblies are promoted weekly,
and over 40 parents attended the one seen by inspectors. The headteacher visits parents to
challenge poor attendance and to improve punctuality.
|The leadership and management||are good|
- The focus on raising standards of education for the pupils and the professionalism and skills of
adults in the school have improved significantly since the headteacher was appointed as
executive headteacher. Her passion and leadership skills are welcomed by all staff, as reflected
in their questionnaire replies.
- After its last inspection the school underwent considerable changes and standards overall
suffered. There is now a far more accurate process for monitoring performance at all levels and
evaluating needs. For example, newly appointed senior staff have already had an impact on
raising staff expectations, and this is improving what pupils are achieving. They share the
headteacher’s vision to create an outstanding school. The headteacher ensures that they have
sufficient time and opportunity to develop their improving skills.
- Staff have improved the way subjects are taught so it more closely matches pupils’ needs, and
this is part of the reason why achievement is good. This work in the classroom is supported by a
range of activities that enrich the pupils’ experiences. Every day there is a breakfast club and a
number of other clubs and activities out of school hours. These help towards the development of
the pupils’ spiritual, moral, social and cultural skills and understanding.
- Leaders value the ideas and input of all, including the pupils, and opportunities to share are
- Leaders, including governors, regularly observe lessons, and where appropriate give constructive
feedback to show how they may be improved. They manage the performance of staff very well,
and the staff questionnaires show that they appreciate the support leaders give. Subject leaders
are not yet confident in regularly checking pupils’ progress and attainment, or, of using the
resulting information to help them plan for improvement.
- There is a very clear belief from all that each child is equal and deserves the best education they
can get. Discrimination of any sort is rare, and dealt with effectively when it has happened.
- Safeguarding policies and procedures are fully meet current national requirements. They are
managed effectively by the senior administration staff and overseen by the governors, and all
staff are aware of child protection and risk assessment issues.
- The local authority, through its support partner, is effective in helping leaders to take
improvements forward. Assistance is given in training in identified areas of development and
general advice. The local authority is very confident that the actions taken by the executive
headteacher since her appointment are already having an impact on improving the effectiveness
- The governance of the school:
The governing body has been reorganised effectively in the past year. It is now better placed
to offer its support to the school and to challenge with understanding. Following focused
training, the governors are now able to use data about pupils’ progress to ask the right
questions, provide strong community links and show a strong understanding of the links
between teaching and learning. They contribute to the plans for how pupil premium funding is
used and assess its impact appropriately, carry out their statutory duties efficiently, and
support the headteacher in ensuring that any underperformance is challenged.
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||103906|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|School category||Voluntary aided|
|Age range of pupils||3–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||253|
|Appropriate authority||The governing body|
|Date of previous school inspection||29 June 2010|
|Telephone number||0121 556 0858|