School etc

Crocketts Community Primary School

Crocketts Community Primary School
Coopers Lane
West Midlands

phone: 0121 5581659

headteacher: Miss Vicki Kavanagh

reveal email: clai…


school holidays: via Sandwell council

324 pupils aged 2—10y mixed gender
420 pupils capacity: 77% full

165 boys 51%

≤ 233y244a134b44c135y336y127y148y149y1810y15

160 girls 49%


Last updated: Oct. 2, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 402021, Northing: 288162
GPS coordinates
Latitude: 52.491, Longitude: -1.9717
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Sept. 17, 2014
Region › Const. › Ward
West Midlands › Warley › Smethwick
Urban > 10k - less sparse
SEN priorities
PD - Physical Disability
Free school meals %

rooms to rent in Smethwick

Schools nearby

  1. Arden School B676AL
  2. Firs School B677DW
  3. 0.4 miles Victoria Park Primary B663HH
  4. 0.4 miles Devonshire Junior School B677AT (358 pupils)
  5. 0.4 miles Devonshire Infant School B677AT (357 pupils)
  6. 0.4 miles Smethwick Hall Girls' School B677AZ
  7. 0.4 miles Victoria Park Primary B663HH (463 pupils)
  8. 0.4 miles Devonshire Junior School B677AT
  9. 0.4 miles Devonshire Infant School B677AT
  10. 0.5 miles Albion Junior School B661BA
  11. 0.5 miles Corbett Infant School B663PX
  12. 0.5 miles Uplands Junior School B676HT
  13. 0.5 miles Uplands Infant School B676HT
  14. 0.5 miles Smethwick Hall Boys' School B677AY
  15. 0.5 miles Uplands Manor Primary School B676HT (833 pupils)
  16. 0.6 miles Edith Sands Nursery School B662HY
  17. 0.6 miles Brasshouse Infant School B661BA
  18. 0.6 miles St Matthew's CofE Primary School B663LX (252 pupils)
  19. 0.6 miles St Philip's Catholic Primary School B663DU (245 pupils)
  20. 0.6 miles Shireland Language College B664ND
  21. 0.6 miles Shireland Collegiate Academy B664ND (1103 pupils)
  22. 0.6 miles Galton Valley Primary School B661BA (498 pupils)
  23. 0.6 miles Galton Valley Primary School B661BA
  24. 0.7 miles Ruskin House Pupil Referral Unit B677JB

List of schools in Smethwick

School report

Crocketts Community Primary


Coopers Lane, Smethwick, B67 7DW

Inspection dates 17–18 September 2014
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Leadership and management Outstanding 1
Behaviour and safety of pupils Outstanding 1
Quality of teaching Outstanding 1
Achievement of pupils Outstanding 1
Early years provision Good 2

Summary of key findings for parents and pupils

This is an outstanding school.

Crocketts Community Primary School has an
Pupils’ behaviour is outstanding and their attitudes
Teaching is consistently at least good and often
All groups of pupils are making rapid and
The school promotes pupils’ spiritual, moral, social
excellent leadership team which is consistently
driving improvements across the whole school. It
is supported by a governing body that is highly
challenging and has an accurate view of the
school’s performance.
to learning are exceptional. Pupils say they feel
safe and happy in school.
outstanding across all year groups and subjects.
sustained progress in reading, writing and
mathematics, although phonics (the sounds letters
make) are not taught consistently as well across
all age groups as other aspects of English.
and cultural development outstandingly well.
The quality of provision in the Early Years
Parents and carers are highly positive about all
The school’s work to keep pupils safe and secure is
The school’s move towards a new curriculum has
Foundation Stage is good. Children are well taught
and make good overall progress. Teachers’ use of
assessment information in planning has a greater
impact on children’s progress and their
development of skills in Reception than in the
aspects of the school’s work.
enabled pupils to experience a wide range of
learning opportunities. It is preparing them very
well for their future lives.

Information about this inspection

  • The inspection team observed 22 lessons across the whole school, several of which were joint
    observations with the headteacher and deputy headteacher.
  • The inspection team considered the 12 responses to Parent View, the online questionnaire, as well as a
    recent school survey. The team also considered the 28 responses to the staff questionnaire.
  • The inspection team held meetings with pupils, senior leaders, members of the governing body and a
    representative of the local authority.
  • Inspectors scrutinised a wide range of pupils’ work, listened to pupils read and talked to pupils about their
    work and their attitudes to learning. The team also scrutinised a range of documentation including the
    school’s self-evaluation and development planning, and information relating to the progress and
    attainment, attendance and behaviour of pupils and the school’s work to keep pupils safe.

Inspection team

Ronald Hall, Lead inspector Additional Inspector
Heather Phillips Additional Inspector
Sajid Gulzar Additional Inspector

Full report

Information about this school

  • This is a larger-than-average-sized primary school.
  • The Early Years Foundation Stage is made up of a Nursery and two Reception classes.
  • The majority of pupils are from a range of minority ethnic groups, with pupils of Asian heritage being the
    largest group. The proportion of pupils who speak English as an additional language is well above
  • The proportion of pupils supported by the pupil premium funding is above average. This additional funding
    gives extra support to pupils who are known to be eligible for free school meals or looked after by the
    local authority.
  • The proportions of pupils supported at school action and those supported at school action plus or with a
    statement of special educational needs are both above average.
  • The school provides specially resourced provision for pupils with special educational needs; it caters for up
    to nine pupils who have severe physical and medical needs.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress.

What does the school need to do to improve further?

  • Improve teaching and achievement further by:
    sharpening the effectiveness of tracking and monitoring systems in the Nursery to match the same high
    quality evident in Reception
    making sure that the teaching of phonics is fully effective across the whole school.

Inspection judgements

The leadership and management are outstanding
  • The dynamic leadership of the headteacher and deputy headteacher, well supported by subject and phase
    leaders, has resulted in continued improvements across the whole school.
  • The senior leadership team reacts quickly to national information on pupils’ progress and attainment. For
    example, the 2013 Year 6 national data, while confirming steady improvements over time, also showed
    that attainment that was below average in reading and mathematics. They responded immediately to
    improve the way these subject areas are taught, resulting in a sharp rise in achievement, and current data
    show that attainment in all subjects is now above average.
  • Highly effective monitoring has ensured consistently good teaching over several years and consistent
    improvements in achievement for all groups of pupils. Leaders at all levels robustly challenge staff, make
    sure that all have very high expectations and aspirations for their pupils and perform at a level which
    ensures pupils reach their full potential. Subject leaders are very well trained for their roles and have a
    clear and well-defined understanding of their responsibilities.
  • Senior leaders and governors use local authority and other school links to validate the accuracy of
    teachers’ assessments. This ensures that teachers have the information they need to plan future learning,
    and intervene where pupils have underachieved, so any gaps are closed rapidly.
  • The senior leadership team sets high standards for all staff and these equate to the challenging targets for
    all pupils. Progress against these targets, referenced to national information on pupils’ progress, is tracked
    and monitored carefully by class teachers, subject leaders and members of the senior leadership team.
  • Senior leaders and governors place a high emphasis on developing staff skills. Teachers’ pay rises and
    promotion are linked closely to how well they meet the national
Teachers’ Standards

and fulfil in their

roles across the school, which then feed each individual’s training needs. One summed this up: ‘Since
joining the school my professional development has been excellent and I have improved as a teacher.’

  • Senior leaders are positive about change, as shown by the school’s innovative curriculum; this has
    galvanised pupils, who thoroughly enjoy learning. They have also ensured that teachers present subject
    matter in ways which are relevant to the pupils’ abilities, interests and backgrounds, and take their views
    fully into account.
  • The headteacher and several other leaders provide support to a range of other schools in the local
    authority. They provide advice and support on school improvement as well as training in physical handling
    techniques. The school’s approach to the curriculum is offered as a model of good practice. The senior
    leadership team has now begun to consider how they are going to assess the pupils without the use of
    National Curriculum levels, building on the method used in the Early Years profile.
  • The leadership of the provision for pupils with severe physical and medical needs is excellent. Careful
    monitoring, tracking and assessing ensure that these pupils make progress in line with their peers.
  • Parents and carers rightly feel the school is well run and feel highly supported, especially the most
    vulnerable families. The school also uses its excellent links with the local authority and other agencies to
    help ensure that all the pupils’ needs are fully met. The local authority fully supports the school; its ‘light
    touch’ approach includes the regular monitoring of performance in all areas of the school’s work.
  • Pupil premium funding is used highly effectively to provide a wide range of support and resources to make
    sure disadvantaged pupils make good and at times outstanding progress. The primary sports funding is
    also used very effectively. It provides for specialist physical education instruction as well as training for the
    teaching staff to develop their skills further. This has resulted in a widening of the physical activities
    available during lessons and after-school clubs, and a real enthusiasm for pupils to participate in physical
    activities. Many use sport clubs beyond school, and pupils spoken to said they enjoy exercise.
  • The governance of the school:
    The governors are fully involved in all aspects of the school and use their particular skills to carry out
    their duties highly effectively. Governors both challenge and support the school very well. They monitor
    and scrutinise the work of the school thoroughly, including assessment data on the progress and
    attainment of all groups of pupils. They ensure that safeguarding procedures are followed and robustly
    meet current requirements; these are used by other schools as examples of good practice. They work
    carefully with the headteacher in carrying out their duties regarding the performance of teachers and
    link this to teachers’ pay and training. Governors regularly visit the school and observe lessons, using
    this alongside other information to maintain a highly accurate picture of the school’s performance.
    Governors manage the pupil premium and sports funding effectively. They carefully check how this is
    used and what the results have been.
The behaviour and safety of pupils are outstanding
  • The behaviour of pupils is outstanding. Their attitudes to learning are also outstanding. The innovative
    teaching and curriculum have instilled a real love of learning in the pupils that spills out into all aspects of
    their school life. This was clearly seen during a break when some of the youngest pupils were observed
    creating a fairground. This evolved into the use of tickets, ride fares, who would have various jobs and
    who were customers. The pupils were adding up ticket costs, giving change and a range of other aspects.
  • Parents, pupils and staff rightly feel that behaviour across the school is excellent. Parents stated that their
    children feel safe and are happy to attend school. This is also clearly shown in the above-average
    attendance rates and very low exclusion rates.
  • In every classroom pupils demonstrate very positive attitudes to learning. Pupils support each other in
    their learning and are receptive to the views of others. The pupils with physical and medical disabilities are
    fully accepted by all the pupils and are considered to be valuable members of their groups.
  • The school’s work to keep pupils safe and secure is outstanding. Pupils have an in-depth understanding of
    the various kinds of bullying and various forms of prejudice. They know how to keep safe on the internet
    and both in and out of school.
  • All adults act as strong role models, demonstrating respect and understanding for everyone. In turn this is
    also demonstrated by the pupils themselves, both with each other and towards adults. The school
    provides a wide range of opportunities to study and experience a range of cultures, religions and beliefs.
    This has made sure that pupils at Crocketts Primary School have an excellent understanding of life in
    modern Britain.
The quality of teaching is outstanding
  • Teaching in all key stages and subjects is never less than good, and in most it is outstanding. This helps
    pupils to make consistently good or better progress, and many to reach the higher levels of attainment.
  • Teaching is innovative and makes learning fun. This was clearly shown during a Year 6 English lesson,
    when pupils were learning about the plight of evacuees in the Second World War and the feelings and
    emotions of those involved. The teacher carefully explored how the theme related to the lives of the pupils
    themselves and their families. For example, how they would have felt in similar circumstances, and how
    their grandparents or other family members felt when this happened to them. Partway through, the
    teacher left the room, returning as one of the evacuee characters under discussion. What followed was an
    exceptional example of learning with pupils writing and asking highly complex and searching questions.
    The teacher had all the pupils fully engrossed in learning, in this case through the role he was playing.
  • Teachers plan carefully to ensure that lessons support pupils’ spiritual, moral and social and cultural
    development. A wide range of visits and visitors enhance learning further and provide the wide range of
    experiences necessary to give pupils an outstanding understanding of the multicultural and diverse society
    in which they will live.
  • The curriculum is constructed around a wide range of themes which have been developed with input from
    the pupils. Additionally, where appropriate, teaching ensures that pupils learn specific knowledge and skills
    in the necessary depth to achieve highly.
  • Teachers use the other adults who support learning very effectively, and they demonstrate excellent skills
    to support the pupils within their classes. The pupils with severe physical and medical disabilities in the
    specialist resource provision are supported by specially trained assistants who ensure they are as engaged
    in learning as their mainstream peers. Their physical and medical needs are very well catered for and this
    helps in their full integration into all the classes they are a member of.
  • Teachers provide highly positive written and verbal feedback to pupils on their work. This also makes sure
    that pupils know how to improve their work and what they need to do to reach their full potential.
  • Planning is carefully related to the different levels of ability in each class and this results in all pupils being
    challenged effectively. The most able pupils are fully stretched and pupils who are disabled or have special
    educational needs are also fully catered for.
  • Teachers set high standards in their expectations of presentation of work. This results in work in books
    being of a high standard and pupils of all abilities taking a real pride in their presentation and desire to do
    the very best that they can. Displays around the school also support this positive view of teaching over
    time. Teachers regularly set homework and pupils enjoy completing it.
  • Teachers use excellent subject knowledge to ensure high quality learning across the school. However, the
    teaching of phonics is not as consistently strong as other areas. Occasionally teachers tend to over-
    pronounce the letter sounds, with the consequence that some pupils find difficulty in using the sounds to
The achievement of pupils is outstanding
  • Children enter the school with skills which are well below those expected for their age. The majority
    speak no English and have very limited language and communication skills, especially those who are
    disabled or have special educational needs. Children make good progress through the Early Years
    Foundation Stage and this is maintained and built on throughout Key Stages 1 and 2.
  • Year 6 results are continually improving thanks to consistently high-quality teaching. In 2014 standards
    were above average in reading, writing and mathematics, up from the 2013 results when attainment in
    some subjects was below average. The proportion of pupils attaining the higher levels 5 and 6 is
    increasing rapidly and is now above average. The proportions of pupils who are making and exceeding
    expected progress in reading, writing and mathematics, for all groups of pupils, compare highly
    favourably to national data.
  • Strong teaching of language and communication skills linked to the teaching of phonics in the Early Years
    Foundation Stage provides a solid base for future development. From a low starting point on entry, pupils
    have not yet caught up by Key Stage 1, and in both Year 1 and 2 pupils’ performance in the national
    phonics screening check has been below that of most schools due to pupils’ weak language and
    communication skills. However, their progress in learning to read is rapid so that they soon catch up
    through Key Stage 2. As a result, and by Year 6 pupils read widely and acquire excellent skills which
    encourage them to read for both pleasure and information.
  • The most able pupils are challenged across the whole school. The school’s assessment data show rapid
    improvement since 2013, and in 2014 these pupils attained at levels above those found nationally. Pupils
    who are disabled or who have special educational needs make the same rapid progress as their peers.
    This is due to the teachers’ careful assessment of their difficulties and subsequent adjustments to the
    difficulty of the work set for them.
  • Disadvantaged pupils who receive support through the pupil premium make progress in line with other
    groups, and over time have closed the attainment gap between themselves and their peers in school, and
    when compared with similar pupils nationally by the end of Year 6. Those who are disabled or have
    special educational needs have made particularly rapid progress and have closed the gap considerably,
    from several years behind their peers on entry to the school to within a year of their peers in school and
    nationally. Minority ethnic groups make very good progress in Crocketts Primary School, often exceeding
    that of their peers in school.
The early years provision is good
  • Staff visit the children’s homes and work closely with their families to fully assess their needs and abilities
    before they enter the school. This information is then used carefully to plan for a smooth start. A
    dedicated and hardworking team works effectively to support their good progress. A few children make
    outstanding progress, especially in developing their social and personal skills.
  • Due to particularly good teaching, children make excellent progress in their physical development. During
    several sessions observed, children showed they loved physical activity and took advantage of the many
    opportunities provided.
  • Children are encouraged and enjoy a wide range of opportunities to develop their emotional and social
    well-being. In one session the children were happily creating a farming experience, chatting about the
    animals they would have and the crops they would grow. Throughout the session, adults encouraged the
    children to express their feelings and views as well as what foods would help them to be healthy and fit.
    Following all activities staff encouraged children to wash their hands and explained the reasons for this.
  • Staff provide a wide range of interesting and fun activities and encourage children to communicate and
    play with each other. The outdoor areas are also well resourced and teachers use them effectively to
    further enhance children’s learning, particularly in encouraging their creativity. For example, the children
    pretended to be farmers growing different sorts of plants; this engaged their imagination and encouraged
    them to talk, sharing ideas about their work.
  • Teachers monitor the progress of the children carefully and use this information to plan future learning.
    All aspects of learning are carefully recorded. However, currently these systems are stronger in Reception
    than in Nursery, where the use of assessment information to maximise learning is not yet as well
  • The Early Years Foundation Stage is led and managed well and the links with parents and other agencies
    are excellent. Parents rightly feel the provision provides good learning opportunities for their children,
    and that they are safe and well cared for.

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
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 103941
Local authority Sandwell
Inspection number 448887

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 358
Appropriate authority The governing body
Chair Ruth Briggs
Headteacher Vicki Kavanagh
Date of previous school inspection 1 March 2010
Telephone number 0121 558 1659
Fax number 0121 558 1659
Email address reveal email: head…;

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