Foleshill Church of England Primary School Closed - for academy March 31, 2013
phone: 024 *** ***
headteacher: Mr M J Moore
Primary — Voluntary Controlled School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Controlled School
- Establishment #
- Close date
- March 31, 2013
- Reason closed
- For Academy
- OSGB coordinates
- Easting: 435475, Northing: 282476
- GPS coordinates
- Latitude: 52.439, Longitude: -1.4796
- Accepting pupils
- 5—11 years old
- Ofsted last inspection
- Jan. 30, 2013
- Diocese of Coventry
- Region › Const. › Ward
- West Midlands › Coventry North East › Longford
- Urban > 10k - less sparse
- St Laurences CofE Primary School CV67ED (387 pupils)
- 0.4 miles Little Heath Primary School CV67FN (200 pupils)
- 0.4 miles Longford Park Primary School CV67AT (252 pupils)
- 0.4 miles Good Shepherd Catholic School CV67FN (263 pupils)
- 0.5 miles Courthouse Green Primary School CV67JJ (620 pupils)
- 0.6 miles Alderman's Green Community Primary School CV21PP (426 pupils)
- 0.7 miles Hawkesbury Fields School CV21PL
- 0.7 miles Henley College Coventry CV21ED
- 0.8 miles Edgewick Community Primary School CV65GP (234 pupils)
- 0.8 miles Grangehurst Primary School CV66JN (396 pupils)
- 0.8 miles Holbrook Primary School CV66FR (560 pupils)
- 0.8 miles St Patrick's Catholic Primary School CV21EQ (215 pupils)
- 0.8 miles Castle Wood Special School CV21FN (113 pupils)
- 0.9 miles Eburne Primary School CV22AA
- 0.9 miles Wood End Primary School CV21EQ
- 0.9 miles St Elizabeth's Catholic Primary School, Foleshill CV65BX (234 pupils)
- 0.9 miles Coventry Muslim School CV65JQ (117 pupils)
- 0.9 miles Wood End Junior School CV21EQ
- 0.9 miles Wood End Infant School CV21EQ
- 0.9 miles Moat House Primary School CV21EQ (383 pupils)
- 1 mile Foxford School and Community Arts College CV66BB (986 pupils)
- 1 mile Paradise Nursery School CV65FR
- 1.1 mile Stanton Bridge Primary School CV65TY (454 pupils)
- 1.1 mile Annie Osborn Primary School CV21HQ
Foleshill Church of England
Old Church Road, Coventry, CV6 7ED
|Inspection dates||30–31 January 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
| Pupils’ achievement is good. Pupils make |
Although attainment is still below average at
Pupils’ attainment in Years 2 to 5 is now
Almost all teaching is good.
Attendance has risen and is now average.
good progress throughout the school.
the end of Year 6, it has improved securely
over a sustained period.
average. In the Early Years Foundation Stage
and Year 1, it is above average.
| Pupils behave well. Their spiritual, moral, social |
The headteacher provides outstanding
and cultural awareness is developed extremely
well because they take part in many activities
that develop their interest in the world.
leadership, with good support from other
leaders and the governing body. Leaders
carefully check on every aspects of the school’s
work and have significantly improved the
quality of teaching and pupils’ achievement.
| Pupils do not always achieve as well in |
Some of the more-able pupils do not reach
writing and mathematics as they do in
the level of which they are capable.
| Not enough teaching is outstanding. There |
remains a small amount of teaching which
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||2 of 10|
Information about this inspection
- Inspectors observed 13 lessons. Seven of these lessons were observed jointly with senior school
leaders. A series of short visits were made to lessons where pupils were being taught the sounds
that letters make (phonics).
- Inspectors listened to pupils read. The lead inspector visited classrooms with the headteacher to
conduct a scrutiny of pupils’ work.
- Meetings and discussions were held with staff, pupils, two representatives of the governing body
and a telephone discussion was held with a representative of the diocese. The lead inspector
held discussions with a representative from the local authority during previous monitoring
- The inspectors looked at the school’s plans for improvement, information about how well pupils
are learning, lesson plans, the work in pupils’ books, the school’s systems for checking how well
it is performing, school policies and records of the governing body’s work.
- There were no responses to Ofsted’s online questionnaire, Parent View, at the time of the
inspection. Inspectors spoke to parents at the school during the inspection. The views of the
parents were taken into account by inspectors.
|Joanne Harvey, Lead inspector||Her Majesty’s Inspector|
|Trevor Neat||Additional Inspector|
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||3 of 10|
In accordance with section 13 (4) of the Education Act 2005, Her Majesty’s Chief Inspector is of
the opinion that the school no longer requires special measures.
Information about this school
- The school is much larger than the average-sized primary school.
- Two thirds of pupils are from White British backgrounds. The remaining third are from a range
of other ethnic backgrounds. A smaller proportion than found in most schools is known to be in
the early stages of learning English as an additional language.
- Almost half of the pupils are known to be eligible for the pupil premium, which is a higher
proportion than in most schools. This is additional government funding to support pupils known
to be eligible for free school meals, those in local authority care, and those with a parent in the
- The proportion of pupils with minor learning difficulties (school action) is average, as is the
proportion of pupils with more complex learning needs (school action plus) or with a statement
of special educational needs. The range of these pupils’ needs includes: moderate learning
difficulties, behaviour, emotional and social difficulties, speech, language and communication
needs and autistic spectrum disorder.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- All pupils are educated on site. The school does not use alternative provision to support any of
- There is a breakfast club on the school site which is managed by the governing body of the
- The school has been granted an Academy Order and will become a sponsored academy on 1
What does the school need to do to improve further?
- Raise pupils’ attainment and accelerate the progress pupils make, particularly in writing and
ensuring that teaching supports the rapid development of early writing and mathematics skills of
all abilities in the Early Years Foundation Stage which can be built on throughout school
giving pupils more opportunities, and the skills they need, to solve problems for themselves, to
think critically and to talk about and develop their ideas.
- Increase the proportion of pupils who attain higher than the expected levels for their age by
in all lessons, teachers give work to the more-able pupils that is suitably demanding
in class discussions, teachers ask the more-able pupils complex questions that deepen their
understanding and extend their learning
more-able pupils are given more opportunities to apply and extend their skills to the highest
standards in all subjects.
- Make sure that all teaching is consistently good and increase the proportion of outstanding
teaching by ensuring that in all lessons:
teachers regularly check pupils’ understanding, correct any misunderstanding and change their
plans on the spot if necessary
teachers plan stimulating work that is closely matched to the needs of all pupils
teachers promote the skills pupils need to learn well independently and collaboratively
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||4 of 10|
written and spoken feedback helps pupils to improve their work.
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||5 of 10|
|The achievement of pupils||is good|
- Children join the Early Years Foundation Stage with skills which are just below those typical for
their age. They make a good start in the Reception Year. They reach and often exceed the levels
of skills expected for their age by the time they join Year 1. Because of the good quality support
they receive from a high number of adults, individually and in groups, their early reading skills
are developed particularly well. Not all children develop their skills in writing and mathematics
quite as quickly.
- Pupils develop their skills extremely well in Year 1 because the teaching is often of very high
quality. Pupils’ progress and their attainment have improved at the end of Key Stage 1.
Attainment is now broadly average in reading, writing and mathematics. There are a few pupils
who do not reach the higher levels of which they are capable.
- In the Early Years Foundation Stage and Years 1 and 2, pupils are taught letters and the sounds
they make (phonics) systematically and effectively. In the screening check in Year 1, pupils
achieve more marks than many pupils nationally. Pupils quickly become keen and able readers
and love stories.
- Progress has improved strongly in Key Stage 2 and is now good. Attainment is rising securely in
all subjects though, in a very few cases, skills in writing and mathematics are not built upon
quite so rapidly. Some pupils do not develop all the skills they need to solve problems for
themselves or to be able to talk about their ideas. A few of the most able pupils do not reach the
higher levels of which they are capable.
- Pupils in Year 6 make very rapid progress. Despite this, attainment remains below average
because a legacy of past underachievement has resulted in there being too much catching up to
- Pupils who are known to be eligible for free school meals (and therefore attract additional
funding through the pupil premium) make good and often very good progress to catch up with
other pupils in school. The governing body checks carefully that this funding is used effectively
to provide extra staff, and the necessary training and resources for the staff, to give these pupils
- Disabled pupils, those who have special educational needs, those with minor and more complex
learning difficulties and those pupils who are learning to speak English as an additional language
make good progress. This is because well-trained staff help them with their learning in lessons
and in small groups within and outside lessons.
|The quality of teaching||is good|
- Most teaching is good. Staff treat pupils with respect and courtesy so relationships are excellent
and pupils are keen to learn.
- Skilled adults support disabled pupils and those who have special educational needs very
effectively in lessons and smaller groups. Those pupils whose circumstances may have made
them vulnerable receive high-quality care and support so that there are no barriers to their
learning when they are in school. As a result, these pupils often make rapid progress to catch up
with other pupils.
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||6 of 10|
- Teachers almost always plan lessons based on accurate checks on pupils’ progress so that pupils
are usually working and thinking hard. In lessons where pupils make the most progress,
teachers regularly check that every pupil is learning well. If not, the teachers quickly take action
and change their plans. In the few lessons that require improvement this does not happen.
- In the best lessons, teachers are skilled in stretching the most able pupils. They ask difficult
questions to deepen pupils’ understanding. They give them difficult tasks and provide
opportunities for them to use and extend their skills in English and mathematics. Where teaching
requires improvement this is not always the case.
- Most teachers provide stimulating tasks that develop pupils’ enthusiasm and skills well. Pupils
are able to discuss their work confidently. They can work alone or with others to develop their
ideas and solve problems. Occasionally, mundane tasks limit pupils’ progress. Some have not
been encouraged well enough to develop the skills to carry on learning without the support of an
- Some good examples of written and spoken feedback were seen which ensure that pupils are
clear about how to improve their work, with follow-up checks being made to see if pupils have
successfully addressed any comments made. This is not always the case.
- Classrooms and teachers’ planning, including for the youngest children, do not always provide
enough support to rapidly develop skills in writing and mathematics for pupils of all abilities.
|The behaviour and safety of pupils||are good|
- Pupils behave well. Pupils are well motivated by the system of rewards on offer and clear about
how sanctions will be applied when behaviour is not as expected.
- Pupils and parents and carers who spoke to inspectors believe that behaviour is good.
- The good behaviour is underpinned by a caring ethos. Staff provide excellent positive role
models. Therefore pupils are friendly, well mannered and respectful. Everyone is included and
there is no discrimination. Pupils who find school life difficult are given support so they can learn
to understand and control their emotions, join in and learn well.
- Pupils say they feel safe. Responses from parents and carers confirm that they agree. Pupils are
taught to keep themselves safe through lessons and assembly themes. Pupils insist that racist
comments and cyber-bullying do not occur.
- A positive, caring and safe environment was also seen to be extended to those pupils who enjoy
the school breakfast club.
- Pupils’ attendance has improved. The learning mentor has been particularly successful in
promoting the importance of coming to school every day. Attendance is now average and fewer
pupils are persistently absent.
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||7 of 10|
|The leadership and management||are good|
- The headteacher provides an excellent steer for school improvement. His approach, summed up
by a colleague as ‘one of compassionate authority’, has ensured that improvement measures
have been put in place with urgency. Expectations are high for staff and for pupils. Training and
support are of good quality. As a result, teaching has improved significantly and almost all is
- Leadership has been astutely shared and considerably strengthened. Responsibilities are clear.
Leaders are held firmly to account for how well they carry out their work to improve the school.
- Leaders make thorough checks on the progress of all pupils and have an accurate view of the
school’s strengths and weaknesses. Plans for improvement focus on the things that will bring
about the most improvement to pupils’ achievement.
- Leaders have ensured that there are effective arrangements for providing pupils who are
disabled, those who have special educational needs and those who are learning English as an
additional language, with the extra help they need to do well. Careful checks are made on their
progress to see that gaps are closed rapidly and no-one gets left behind.
- Pupils’ spiritual, moral, social and cultural development is promoted strongly through, for
example, the study and celebration of religions and cultures, close partnership with the local
parish church and the study of topics such as the impact of water pollution on the life chances of
children in other countries.
- The local authority has provided support when requested by school leaders. This has included
strengthening the ability of members of the governing body to hold school leaders to account
and helping to improve the teaching of phonics and reading.
- The governance of the school:
The governing body fulfils its duties well. It receives good-quality information from school
leaders, and its members visit school to make first-hand checks on its work. Governors offer a
good degree of challenge to school leaders. The governing body makes sure that financial
decisions are astutely made, including how pupil premium money is spent. It takes account of
teachers’ performance when deciding on their salary and has ensured that safeguarding
arrangements meet requirements.
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||8 of 10|
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.
|Inspection report:||Foleshill Church of England Primary School, 30–31 January 2013||9 of 10|
|Unique reference number||103699|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Primary|
|School category||Voluntary controlled|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||359|
|Appropriate authority||The governing body|
|Date of previous school inspection||22 September 2011|
|Telephone number||024 76689074|
|Fax number||024 76689307|