Crocketts Community Primary School
phone: 0121 5581659
headteacher: Miss Vicki Kavanagh
420 pupils capacity: 77% full
165 boys 51%
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 %
- Arden School B676AL
- Firs School B677DW
- 0.4 miles Victoria Park Primary B663HH
- 0.4 miles Devonshire Junior School B677AT (358 pupils)
- 0.4 miles Devonshire Infant School B677AT (357 pupils)
- 0.4 miles Smethwick Hall Girls' School B677AZ
- 0.4 miles Victoria Park Primary B663HH (463 pupils)
- 0.4 miles Devonshire Junior School B677AT
- 0.4 miles Devonshire Infant School B677AT
- 0.5 miles Albion Junior School B661BA
- 0.5 miles Corbett Infant School B663PX
- 0.5 miles Uplands Junior School B676HT
- 0.5 miles Uplands Infant School B676HT
- 0.5 miles Smethwick Hall Boys' School B677AY
- 0.5 miles Uplands Manor Primary School B676HT (833 pupils)
- 0.6 miles Edith Sands Nursery School B662HY
- 0.6 miles Brasshouse Infant School B661BA
- 0.6 miles St Matthew's CofE Primary School B663LX (252 pupils)
- 0.6 miles St Philip's Catholic Primary School B663DU (245 pupils)
- 0.6 miles Shireland Language College B664ND
- 0.6 miles Shireland Collegiate Academy B664ND (1103 pupils)
- 0.6 miles Galton Valley Primary School B661BA (498 pupils)
- 0.6 miles Galton Valley Primary School B661BA
- 0.7 miles Ruskin House Pupil Referral Unit B677JB
Crocketts Community Primary
Coopers Lane, Smethwick, B67 7DW
|Inspection dates||17–18 September 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|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
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.
|Ronald Hall, Lead inspector||Additional Inspector|
|Heather Phillips||Additional Inspector|
|Sajid Gulzar||Additional Inspector|
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
- 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.
|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
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
|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
- 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 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
|Unique reference number||103941|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||358|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 March 2010|
|Telephone number||0121 558 1659|
|Fax number||0121 558 1659|