School etc

Brockmoor Primary School

Brockmoor Primary School
Belle Isle
Brierley Hill
West Midlands

phone: 01384 816635

headteacher: Mr Brad Jones

reveal email: rpit…


school holidays: via Dudley council

355 pupils aged 2—10y mixed gender
403 pupils capacity: 88% full

190 boys 54%

≤ 253y254a64b84c95y266y217y258y299y2010y17

165 girls 46%

≤ 264a104b44c95y236y247y218y209y2410y13

Last updated: July 21, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 391305, Northing: 287303
GPS coordinates
Latitude: 52.484, Longitude: -2.1295
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
July 8, 2014
Region › Const. › Ward
West Midlands › Dudley South › Brockmoor and Pensnett
Urban > 10k - less sparse
Free school meals %

rooms to rent in Brierley Hill

Schools nearby

  1. 0.6 miles Brierley Hill Primary School DY52TD (198 pupils)
  2. 0.6 miles Hawbush Primary School DY53NH (227 pupils)
  3. 0.7 miles Withymoor Primary School DY52BH (399 pupils)
  4. 0.8 miles The Bromley-Pensnett Primary School DY54PJ (270 pupils)
  5. 0.8 miles Dingle Community Primary School DY68PF (158 pupils)
  6. 0.8 miles St Mary's RC Primary School DY52TH (200 pupils)
  7. 0.8 miles St Mary's RC Primary School DY52TH (200 pupils)
  8. 0.9 miles Crestwood Park Primary School DY68RP (192 pupils)
  9. 0.9 miles The Wordsley School Business & Enterprise & Music College DY85SP (744 pupils)
  10. 0.9 miles Pensnett High School DY54LN
  11. 1 mile Mount Pleasant Primary School DY52YN (392 pupils)
  12. 1 mile The Crestwood School DY68QG (644 pupils)
  13. 1 mile Pensnett Nursery School DY54LH
  14. 1 mile The Crestwood School DY68QG
  15. 1.1 mile Bromley Hills Primary School DY68LW (282 pupils)
  16. 1.1 mile The Brier School DY68QN (149 pupils)
  17. 1.1 mile Pens Meadow School DY85ST (67 pupils)
  18. 1.1 mile Stephenson House School DY12EE
  19. 1.2 mile Brook Primary School DY85YN (379 pupils)
  20. 1.2 mile St Mark's CofE Primary School DY54DZ (278 pupils)
  21. 1.2 mile Thorns Community College DY52NU (1200 pupils)
  22. 1.3 mile Thorns Primary School DY52JY (193 pupils)
  23. 1.3 mile Woodside Community School and Children's Centre DY20SN (340 pupils)
  24. 1.4 mile The Mere Primary Short Stay School DY85PQ

List of schools in Brierley Hill

School report

Brockmoor Primary School

Belle Isle, Brockmoor, Brierley Hill, DY5 3UZ

Inspection dates 8–9 July 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
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

Pupils achieve well in all year groups, making
Teachers plan carefully so that all groups of
Behaviour in lessons is good. Pupils are
Behaviour around the school is calm and
good progress. Standards of attainment are
rising. Pupils are good learners who try to
work things out for themselves before asking
a teacher.
pupils are appropriately challenged. Leaders
have established a high level of consistent
good practice across the school.
excited by the imaginative tasks that are set
for them, work well together in groups and
readily help each other.
orderly and pupils are polite and welcoming
to visitors. Adults lead by example so that
pupils care for each other and say that the
school keeps them safe.
Children in the Early Years Foundation Stage
The curriculum promotes pupil’s imagination
The dynamic headteacher is very well
are secure and happy, quickly learning how to
be good listeners and learners.
and is enriched by a variety of opportunities to
be creative and to broaden pupils’ experience
of the world.
supported by his deputy and wider leadership
team and by the governors. They share his
high expectations for pupil’s behaviour and his
commitment to ensuring that achievement and
teaching should be at least good. This has led
to clear improvements since the previous
inspection. Rigorous procedures are in place to
ensure these continue.
Pupils are not making as rapid progress in
writing as they are in mathematics and in
reading because teachers are not providing
enough opportunities for extended writing to
enable pupils to fully develop their writing
Teachers’ marking does not always help pupils
to improve their work. Teachers do not always
check that pupils have followed the advice they

Information about this inspection

  • The inspection took place during an ‘activities’ week, when all year groups were working on a
    special project or were on a variety of trips and a residential week. Inspectors were able to
    observe 10 lessons, two of which were jointly observed with the headteacher. They also made
    several short visits to lessons together with leaders and observed the special activities taking
  • Meetings were held with pupils, parents, a representative from the local authority, members of
    the governing body and staff, including subject leaders.
  • Inspectors observed the school’s work and looked at a range of documents, including policies,
    development plans, minutes of meetings of the governing body, monitoring records, information
    about pupils’ progress, safeguarding information and several samples of pupils’ work.
  • The views of 15 parents and carers who responded to the school’s questionnaire were
    considered (Parent View) together with the school’s own survey of parent views. In addition, 11
    responses to the staff questionnaire were taken into account.

Inspection team

Mary Davis, Lead inspector Additional Inspector
Richard Johnson Additional Inspector
Sarah Davey Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The proportion of disabled pupils and those who have special educational needs supported
    through school action is average, while the proportion supported at school action plus or with a
    statement of special educational needs is above average.
  • The proportion of pupils from minority ethnic backgrounds is above average, with the largest
    groups being of Pakistani heritage. An above-average proportion of pupils speak English as an
    additional language.
  • An above average proportion of pupils is known to be eligible for the pupil premium, which
    provides additional funding for pupils who are looked after by the local authority and those
    known to be eligible for free school meals.
  • The school meets the government’s current floor standards, which set the minimum expectations
    for pupils’ attainment and progress in English and mathematics by the end of Year 6.

What does the school need to do to improve further?

  • Improve teaching so that more is outstanding by:
    ensuring that the marking of pupils’ work shows them what they are doing well and what to
    do to reach the next level and that teachers check that pupils follow this advice
    extending the elements of outstanding practice already evident in some classes so that they
    become the norm across the school.
  • Raise pupils’ achievement, particularly in writing, by ensuring that:
    pupils have sufficient opportunities for extended writing to enable them to fully develop their
    basic skills
    teachers’ expectations of what pupils can achieve are higher so that more exceed expected
    rates of progress.

Inspection judgements

The achievement of pupils is good
  • Children join the Nursery and Reception with basic skills in reading, writing, communication and
    mathematics that are well below those typically seen at their age, particularly in speaking and
    listening. This partly reflects the challenges experienced by the increasing proportion of children
    who speak English as an additional language. By the end of the Reception, standards are
    approaching those expected, with children having developed their literacy and numeracy skills
    well and having acquired the good learning and listening skills needed to prepare them for Key
    Stage 1.
  • Good teaching in Key Stage 1 ensures that pupils continue to make good progress and standards
    are rising. In 2013, standards in mathematics were broadly average, while those in writing and
    reading were below average. The school’s assessments, confirmed by inspection evidence, show
    that this year, standards are now average in writing and mathematics, with a larger proportion
    of pupils reaching the highest level in all three subjects. This indicates that higher-ability pupils
    are attaining well, particularly in reading.
  • At Key Stage 2 standards are also steadily rising. Both the 2013 and the current Year 6 entered
    Key Stage 2 with basic skills that were well below those seen nationally. In 2013, Key Stage 2
    national test results were below average in reading, writing and mathematics although an
    increasing proportion of pupils achieved the highest levels in mathematics. Results of the 2014
    tests show that standards are now average in reading and writing and at the higher level in
    mathematics, although at level 4, they are still below average.
  • In 2013, the proportion of pupils making expected progress in reading, writing and mathematics
    compared well to national levels and they were close to average in reading. However, the
    proportions exceeding expected progress in writing were below average. The school’s
    assessments indicate that the progress made by the current Year 6 has accelerated and more
    pupils are now exceeding expected progress, particularly in mathematics and reading. Although
    all pupils make expected progress in writing, the proportion making even better progress still
    lags behind other subjects. Pupils employ their basic writing skills in short exercises reasonably
    accurately but opportunities for them to write extensively are too limited.
  • Disabled pupils and those who have special educational needs make good progress. They are
    well supported in lessons by class teachers and by high-quality teaching assistants, and
    particularly by a range of well-matched extra support, so they are able to achieve their potential.
    There are no significant differences between the achievement of pupils from different ethnic
    backgrounds, including those who speak English as an additional language. All make progress
    which is similar to that of other group of pupils in the school.
  • Pupils are supported by the additional pupil premium funding achieve well because of the well-
    focused support they receive. In 2013 the majority of Year 6 pupils were eligible for the funding
    and were on average, ten months behind their classmates in mathematics and four months
    behind in reading and writing. Eligible pupils in the current Year 6 have however, made better
    progress this year than their classmates in reading and writing, although not in mathematics.
  • Pupils show great enjoyment of reading. Right from the start, children learn how to sound out
    words and are confident to ‘have a go’ at reading unfamiliar text. Pupils observed by inspectors
    in Year 1 were engrossed in their new books, reading out loud to themselves. Systematic
    support to develop pupils’ reading skills continues throughout the school, with great flexibility so
    that pupils can join groups above or below their age group to ensure they are appropriately
    challenged or supported. Teachers’ high expectations of pupils’ use of language mean that they


use a wide range of vocabulary including technical terms. For example, in a Year 6 class, pupils
could use and explain complex words such as ‘tetrahedron’ and quickly looked up any unfamiliar
word to make sure their spelling was correct.

  • A highly effective feature of the school’s work is the constant focus from Nursery to Year 6 on
    promoting resilience as a key learning skill for pupils. Pupils told inspectors how they are
    expected to try ‘three before me’ which is a routine where pupils will ask a friend, use the
    learning walls for information, or use another resource such as a dictionary or the internet
    before asking a teacher. They said they enjoy this approach because it is very satisfying when
    they have been able to work things out for themselves.
  • The primary school sports funding is used to provide swimming, racquet sports and golf lessons
    and has had a significant impact on increasing the amount of competitive sport enjoyed by
    pupils both in school and between local schools. Pupils’ skills are increasing in a range of sports
    and their understanding of how to stay healthy has been enhanced.
The quality of teaching is good
  • Inspection evidence, as well as leaders’ own rigorous monitoring and the progress that pupils
    make over time, all indicate that teaching in all year groups from the nursery to Year 6 is at least
    good, with some that is outstanding.
  • Teachers establish good routines for learning at an early age so that no time is wasted and
    pupils are quickly engaged in the tasks that are set, moving quickly and calmly from one activity
    to another. Teachers explain tasks clearly and carefully and enable pupils to build their learning
    as the lesson progresses. For example, in a Year 2 numeracy lesson, different groups of pupils
    undertook a variety of activities related to using money and calculating change, first reinforcing
    what they already knew and then moving on to a greater challenge. Learning progressed well
    because the teacher modelled the task well and used skilful questioning to check understanding
    and ensure that pupils could tackle the task successfully.
  • Teachers plan carefully to make sure that work is of the right difficulty for all ability groups.
    Disabled pupils, those who have special educational needs and those supported by the pupil
    premium are well supported. Teachers and teaching assistants work as a team, often using
    skilful questioning to encourage pupils to think more deeply about their learning.
  • Pupils told inspectors that lessons are fun, and during the inspection they clearly enjoyed lessons
    held outside and practical activities related to the Commonwealth games project. For example, in
    a Year 6 lesson observed, pupils worked in teams to design, make and market souvenirs that
    represented different countries, with the aim of making a profit. They developed mathematical,
    enterprise and teamwork skills as they worked together to manage a budget. Great excitement
    and enthusiasm were shown and rapid progress made as the result of this imaginative and
    challenging task.
  • There is not enough outstanding teaching to ensure all pupils make excellent progress so that
    their achievement can move to the next level. At its very best, teachers have very high
    expectations of their pupils. Most make excellent use of questions to locate the precise nature of
    any one pupil’s misunderstanding so that pupils see immediately where they have gone wrong
    and understand how to develop their ideas better and move forward in their learning. However,
    it is clear from lesson observations that not all teachers show these high expectations when they
    mark pupil’s books or provide helpful advice as to the next steps in learning. Teachers do not
    routinely show pupils how to achieve a higher level or check that this advice has been followed.


  • In the books seen during the inspection it was clear that pupils are not given enough
    opportunities to write at length in their literacy or their topic books so they are not able to
    practise or refine their writing or develop their skills to the full.
The behaviour and safety of pupils are good
  • Pupils show great enjoyment in their lessons and are keen to show what they can do. They are
    often totally engrossed in their tasks, and respond quickly to teachers’ instructions.
  • The behaviour of pupils is good. Parents and staff agree that pupils behave well. Pupils told
    inspectors that this is typically the case and that teachers are fair. They show a good
    understanding of the rewards and sanctions applied consistently by all staff, explaining that this
    starts with a ‘look’ followed by a ‘quiet word’, but quickly escalates if necessary to prevent their
    learning being disrupted.
  • Behaviour around the school is calm and orderly and pupils are polite and welcoming to visitors,
    for example by holding doors open or showing the way. Pupils get on well together in the
    playground and enjoy working with sports coaches to ensure they stay fit and healthy.
  • The school’s work to keep pupils safe and secure is good. Pupils were clear that bullying is rare
    and that strong action would be taken to address racism or other discrimination. They show a
    good understanding of what to do if they experienced any cyber-bullying and say that they feel
    safe at school and that adults support them well.
  • The school uses rigorous systems to make sure that pupils attend regularly; consequently,
    attendance rates are rising and persistent absence is falling.
  • The school provides good support for families facing challenging circumstances and nurture care
    is provided for those for whom circumstances may make them vulnerable, including the
    provision of a gardening club.
  • Pupils enjoy taking responsible roles such as through the school council and older pupils support
    younger ones well.
The leadership and management are good
  • The headteacher has been single-minded and highly effective in his drive for improvement. He
    has surrounded himself by an extremely strong senior team and has built the capacity of his
    subject and phase leaders so that they fully share in driving improvement further. Staff
    understand that only good or better teaching will do. Staff morale is high and teamwork strong
    so that staff support each other. Very clear procedures are in place to ensure that all school
    policies for teaching and the management of behaviour are followed consistently by all staff.
  • Procedures to monitor the quality of teaching are exemplary and include the full participation of
    subject and phase leaders who are held to account for progress in their areas of responsibility.
    Training and support are quickly provided to address any areas for development that are
  • Leaders have a clear view of the school’s strengths and weaknesses, and the development plan
    sets out appropriate priorities. Leaders are thorough in their tracking of progress and their


analysis of pupil performance, so that underachievement is quickly and comprehensively
addressed. Clear procedures are in place to ensure that teachers are held to account for their

pupil’s progress and to ensure that there is equal opportunity and no discrimination.

  • The curriculum is effective in supporting good progress, and is used flexibly to provide activities
    that meet the pupil’s different abilities and needs. This enables the higher-attaining pupils to be
    effectively challenged. Clear systems are in place to enable pupils to receive extra support as
    soon as a need arises, for example if pupils themselves say that they don’t understand the task
    they have been set. Exciting trips and events, such as the Commonwealth games project, enrich
    pupils’ experiences. The curriculum is underpinned by a strong focus on the development of
    basic skills and ensuring good spiritual, moral, social and cultural development.
  • The leadership of the Early Years Foundation is strong. Progress data is used effectively to
    enable teachers to plan activities that meet the needs of all groups of pupils, including those
    who speak English as an additional language. Excellent teamwork between the school and
    parents has been established. External agencies are used to support children with specific needs.
    Assessment is thorough and detailed and the school is introducing computer tablets so that it
    can better share children’s learning journeys with their parents.
  • The local authority monitors the school’s work appropriately and provides an improvement
    partner who makes regular visits to the school to provide support where needed. Links between
    local schools provide opportunities for staff to share training and good practice.
  • The school’s work to engage parents in the education of their children is exemplary. The highly
    effective ‘stay and learn’ sessions in the Early Years Foundation Stage establish good
    relationships with parents from the moment children first start school. Parents are frequently
    invited to share in special activities such as the Year 2 ‘Wedding’ celebration. The ‘parent view’
    group meets regularly to feedback their views on school issues and training is offered for parents
    to enable them to support their child’s reading. A school ’App’, in addition to the website,
    provides instant information for parents.
  • The governance of the school:
    Governors are very well organised and led. They have an in-depth understanding of how well
    the school is performing compared with other schools. The school improvement committee is
    divided into sub-groups, each effectively monitoring a priority for further improvement. They
    have sought appropriate training and continually question and challenge the school’s leaders,
    holding them to account for all aspects of its work. They visit the school regularly. Governors
    know the strengths and areas for development in teaching and ensure that only good
    performance leads to appropriate pay rises and promotion. They check thoroughly that
    additional funding is used appropriately to close gaps in attainment between different groups
    of pupils. They ensure that safeguarding and health and safety practices meet current national

What inspection judgements mean


Grade Judgement Description
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.

School details

Unique reference number 103777
Local authority Dudley
Inspection number 442543

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 355
Appropriate authority The governing body
Chair Malcom Kendall
Headteacher Brad Jones
Date of previous school inspection 29 January 2013
Telephone number 01384 816635
Fax number 1384816636
Email address reveal email: I…


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