School etc

Berrybrook Primary School Closed - for academy March 31, 2014

see new Berrybrook Primary School

Berrybrook Primary School
Greenacres Avenue
Underhill Estate
West Midlands

phone: 01902 *** ***

head of school: Mr Tom Hinkley

school holidays: via Wolverhampton council

250 pupils aged 2—10y mixed gender
180 pupils capacity: 139% full

120 boys 48%

≤ 283y254a44c105y136y147y108y109y1110y13

130 girls 52%

≤ 263y194a64c75y196y167y218y149y1010y11

Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
Close date
March 31, 2014
Reason closed
For Academy
OSGB coordinates
Easting: 393630, Northing: 302459
GPS coordinates
Latitude: 52.62, Longitude: -2.0955
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 12, 2012
Region › Const. › Ward
West Midlands › Wolverhampton North East › Fallings Park
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wolverhampton

Schools nearby

  1. Berrybrook Primary School WV108NZ
  2. 0.1 miles Westcroft Sport and Vocational College WV108NZ (162 pupils)
  3. 0.1 miles Underhill Junior School WV108NZ
  4. 0.1 miles Underhill Infant School WV108LS
  5. 0.5 miles Moreton Community School WV108BY (759 pupils)
  6. 0.6 miles Bushbury Hill Junior School WV108BY
  7. 0.6 miles Bushbury Hill Primary School WV108BY (258 pupils)
  8. 0.6 miles Long Knowle Primary School WV111EB (229 pupils)
  9. 0.7 miles Old Fallings Junior School WV108BN
  10. 0.7 miles Fallings Park Primary School WV108BN (473 pupils)
  11. 0.8 miles Bushbury Nursery School WV108JP (88 pupils)
  12. 0.8 miles Deyncourt Primary School WV111DD (316 pupils)
  13. 0.8 miles Our Lady and St Chad Catholic Sports College WV108BL (789 pupils)
  14. 0.9 miles Collingwood Junior School WV108DS
  15. 0.9 miles Collingwood Infant School WV108DS
  16. 0.9 miles Wood End Primary School WV111YQ (254 pupils)
  17. 0.9 miles St Mary's Catholic Primary School, Wolverhampton WV108PG (370 pupils)
  18. 0.9 miles Northwood Park Primary School WV108DS (454 pupils)
  19. 1 mile Low Hill Nursery School WV109JN (79 pupils)
  20. 1 mile Braybrook Centre WV111NN
  21. 1 mile Whitgreave Infant School WV109HS (233 pupils)
  22. 1 mile The Northicote School WV108EP
  23. 1 mile Nordley Special School WV111NN
  24. 1.1 mile Whitgreave Junior School WV109JP (208 pupils)

List of schools in Wolverhampton

13 March 2014
Amarjit Cheema
Berrybrook Primary School
Greenacres Avenue
Underhill Estate
WV10 8NZ
Dear Mrs Cheema

Special measures monitoring inspection of Berrybrook Primary School

Following my visit with to your school on 11–12 March 2014, I write on behalf of Her

Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the

inspection findings. Thank you for the help you gave during the inspection and for
the time you made available to discuss the actions which have been taken since the

school’s previous monitoring inspection.

The inspection was the fourth monitoring inspection since the school became subject
to special measures following the inspection which took place in December 2012.
The full list of the areas for improvement identified during that inspection is set out
in the annex to this letter. The monitoring inspection report is attached.
Having considered all the evidence, I am of the opinion that at this time:
The school is making reasonable progress towards the removal of special measures.
One newly qualified teacher can be appointed, provided they can be supported by a
member of staff from the partner academy.
This letter and monitoring inspection report will be published on the Ofsted website.

I am copying this letter and the monitoring inspection report to the Secretary of

State, the Chair of the Governing Body and the Director of Children’s Services for


Yours sincerely
Kevin Sheldrick

Her Majesty’s Inspector

Serco Inspections
Colmore Plaza
20 Colmore Circus Queensway
B4 6AT
T 0300 123 1231
Text Phone: 0161 6188524
reveal email: enqu…
Direct T 01216 799164
Direct email: reveal email: tim.…


The areas for improvement identified during the inspection which took
place in December 2012

  • Improve pupils’ achievement in Years 1 to 6, especially in writing and
    mathematics, by:
    improving teachers’ knowledge of how to teach writing and mathematics
    ensuring that staff support pupils in improving their handwriting, grammar,
    punctuation and spelling skills more effectively
    ensuring pupils acquire better calculation and problem-solving skills,
    especially boys in Years 3 to 6
    providing pupils with regular opportunities to practise their literacy and
    numeracy skills in subjects other than in English and mathematics
    ensuring that teachers have sufficiently high expectations of the quality, and
    quantity, of pupils’ work.
  • Improve the quality of teaching in Years 1 to 6 by:
    ensuring that by July 2013 at least 50% of teaching is good or better and
    taking swift steps to deal with any inadequate teaching
    using information about what pupils know already to plan learning that is
    appropriate for all pupils, particularly the more able pupils
    ensuring that support staff are used effectively during all parts of the lesson
    making sure that marking clearly identifies the strengths in pupils’ work and
    provides clear guidance about how work can be improved
    using time more productively to accelerate progress in lessons.
  • Improve leadership and management by:
    implementing rigorous systems for leaders to check regularly that teachers’
    planning and their teaching result in pupils making better progress in their
    ensuring that the evidence in pupils’ books supports the assessments
    entered into the school’s assessment and tracking system
    agreeing precise targets with staff for improving their teaching skills and
    providing any necessary training to help them achieve these performance
    providing training for all those with leadership responsibility, including the
    governing body, to enable them to improve their skills of monitoring and
    ensuring that progression in learning is evident in all subjects, including
    history, science and religious education
    ensuring that all pupils feel safe in school and any inappropriate behaviour
    and incidents of bullying are carefully recorded, followed up and rectified.

Report on the third monitoring inspection on 11–12 March 2013

During the inspection, meetings were held with a member of the governing body,
and senior leaders, including those responsible for English, mathematics, the Early
Years Foundation Stage and special educational needs. Discussions were held with
the school council and with parents when they brought their children to school. A
meeting was also held with a representative of the local authority. Documents

scrutinised included evidence about pupils’ current rates of progress, improvement

plans, records of governing body meetings, and evaluations of the improvements


Since the last monitoring inspection, the acting head of school has been permanently
appointed. The school is on track to become an academy from April 2014, sponsored
by Perry Hall School (Academy). Since the last visit, two teachers have left the
school and have been replaced by the teachers now working in Year 2 and Year 3.

Achievement of pupils at the school

The progress pupils make is improving, so the school is anticipating much better
results at the end of Year 2 and Year 6. Key to this is the better teaching in most
year groups and the use of more interventions where there is evidence that pupils
are not making the progress of which they are capable. There is now compelling
evidence that well-targeted additional support is accelerating the progress being
made by disabled pupils and those who have special educational needs. More
recently, there are also signs that comparable strategies are beginning to help
narrow the substantial gap in the attainment that exists between those pupils for
whom the school receives the pupil premium (the additional government funding for
students known to be eligible for free school meals and other groups) and other
pupils. Year 6 pupils are making particularly strong progress because they are being
taught in smaller groups where their individual needs are being more effectively met.
In many year groups, pupils are making notable better progress in their writing
because teaching, including marking, is much more focused on helping pupils
improve. Pupils now have substantial opportunities to focus on improving writing in
other subjects. Reading is also improving. In Reception and Year 1, pupils’
knowledge of letters and sound continues to improve because staff have consistently
high expectations of pupils. Most pupils are reading more because they like the new
web-based ‘bug club’ that gives them access to a wide range of interesting texts at a
level appropriate to their abilities. Pupils are also reading more because they are
required to undertake research linked to the topics they are studying; for instance,
finding important information about the planets or the Vikings.
The progress pupils are making in mathematics does not match that seen in reading
and writing. There are still times when progress slows, particularly for the most able,
because they do not progress quickly enough onto work that is challenging. In too
many year groups, pupils do not have sufficient opportunity to apply their
mathematical thinking, including through subjects other than mathematics.
The progress pupils make in science is improving because this subject is well
planned in most year groups and there is as strong emphasis on the development of
important investigative skills. The progress pupils make in religious education is also
improving in many year groups because pupils are undertaking useful research into
different religions. Progress in other subjects is more variable because there is not
always sufficient focus on the key skills or the aspects that pupils enjoy.
Children were observed to be making better progress in the Early Years Foundation
Stage because much more emphasis is being given to regularly reviewing their
achievements. This is influencing children so they are choosing to undertake more
challenging tasks when free-flow play is taking place.

The quality of teaching

Teaching is improving because the good practice in the school is becoming more
common. Pupils are experiencing more lessons in which they make good progress,
although this is not the case in every year group. In most lessons, pupils are
working harder, particularly when writing, because teachers are adopting strategies
to ensure greater productivity. For instance, Year 1 pupils enjoyed competing to see
who could write the date first. Almost all staff are ensuring that pupils address their
writing targets in all subjects, although opportunities are sometimes missed to
ensure that older pupils identify for themselves the next steps that would improve
their work. It continues to be case that different subjects are contributing relatively

little to the development of pupils’ mathematical skills. An exception to this was in

Year 5, where pupils’ analysed data collected in a science lesson.
The school has further increased the ‘intervention’ classes led by both teachers and
teaching assistants. These are almost always well focused on the gaps in pupils’
understanding and are an important factor in ensuring that pupils make better
progress, even in those year groups where teaching has not improved very much.
The school has further enhanced the teaching of letters and sounds (phonics). More
time is being devoted to this in the Reception class and children are being moved on
to more challenging activities more quickly. Older pupils are undertaking more
reading because the school has enhanced the quality of its reading books and is
rewarding pupils for reading a greater variety of texts, including more web-based
non-fiction material. The school is keeping much better records about pupils’ reading
and is currently evaluating these to ensure that all pupils are benefiting, particularly
those eligible for the pupil premium.
In Years 5 and 6, there is evidence that pupils are undertaking more problem solving
in mathematics. For instance, in Year 5, evidence was seen in pupils’ books of pupils
being taught how to identify the mathematical calculations contained in word-based
problems. In a highly effective Year 6 mathematics lesson, pupils heard about the
exciting arrival of a police car on the school playground. Pupils had to calculate the
area of the playground that would be cordoned-off and the length of incident tape
that would be needed. Elsewhere in the school, pupils often do not know how to
apply their mathematical thinking because they do not have enough opportunities to
practise this. The pace of learning in some mathematics lessons continues be too
slow because pupils are still repeating too many questions and not moving quickly
enough on to those that are challenging.

More use is being made of pupils’ work in lessons to highlight how they can achieve

well. This was most apparent in the Early Years Foundation Stage. In this phase, all
adults are becoming very skilled at using examples of children’s work to highlight
higher-level learning. This is inspiring all children in this phase to attempt to respond

to the more demanding questions that are being posed. Teachers’ questioning is

improving; for instance, more examples were seen of probing follow-up questions
being used. In addition, a few teachers are using the insights they gained from
marking to target questions on particular pupils. Although paired work is more
common, pupils still have relatively little opportunity to evaluate each other’s
Marking is becoming a strength of the school. Pupils are responding far more to the
advice and additional challenges teachers are including in their marking. Marking is
being used more effectively in subjects other than English and mathematics. For
instance, in Year 5, very good practice was observed in science, where marking is
used to ensure that pupils of different abilities are challenged. In a number of year
groups, there are signs that pupils have been taught how to make helpful comments

when marking each other’s work.

Behaviour and safety of pupils

Attendance continues to improve. The attendance of pupils eligible for the pupil
premium is now very close to that of other pupils. Pupils’ behaviour around school is
positive. A good range of activities and effective leadership of lunchtime supervisors
are resulting in very good behaviour at lunchtimes. The school’s accurate records of
any behavioural incidents indicate a positive improvement trend.
The school council appreciate their greater involvement in helping to improve the
school, particularly the opportunity they have to be involved in fundraising. Pupils
appreciate the improvements made to the school building. Parents were very
positive about how the head of school quickly and effectively deals with any
concerns, including any that involve any element of bullying.

The quality of leadership in and management of the school

Parents think the school is improving strongly and are highly appreciative of the

school’s greater responsiveness to any concerns they might have. The school is

developing a track record of being able to effectively address weaknesses in
teaching. The school is increasingly reviewing any changes at an early stage and
making amendments to plans to ensure more effective implementation. For instance,
the school was quick to recognise that the changes it made in the teaching of
mathematics were not initially effective. Pupils did not cope well with being given a
lot of choice in mathematics lessons. The school has recognised that this change
needed to be more gradual so pupils can be taught how to respond to the greater
flexibility that allows them to progress more quickly onto those questions that are
more challenging.
The partnership working across schools is yielding positive outcomes; for instance,
the school is ensuring the greater accuracy of the information it has about pupils’
progress because staff are more involved in moderating the judgements they make

about pupils’ attainment. Important improvements have been made to the

assessment information that is regularly reviewed by the governing body. This
information is much clearer in showing the progress being made in achieving the
school’s targets, including those associated with closing the very large gaps in
attainment that have existed for those pupils eligible for the pupil premium. Leaders
are developing a self-review that more accurately summarises the current position of
the school. A leadership and management structure has been determined that has
the potential to bring further benefits to the school and the sponsor.
The governing body is ensuring a smooth transition towards academy status. The
minutes of the meetings of the governing body indicate that appropriate questions
are being asked by governors; for instance, about the progress the school is making
in improving the outcomes for pupils eligible for the pupil premium.
Although some subject leaders have relatively limited opportunities to observe
teaching, they are analysing a suitable range of information so they know the
strengths and weaknesses in their areas of responsibility. The leader responsible for
Early Years Foundation Stage and special educational needs has done particularly
well in bringing about improvements.

External support

The local authority is adjusting its support to allow the school to demonstrate that it
can take responsibility for ensuring improvement without the need for external
support. With this in mind, the recent review of teaching led by the local authority

was undertaken collaboratively with the school’s senior leaders. An external

consultant has assisted the school in making noteworthy improvements in the Early
Years Foundation Stage

print / save trees, print less