Foley Infants School
phone: 01384 872382
headteacher: Mr Jason Willetts NPQH
180 pupils capacity: 87% full
80 boys 51%
80 girls 51%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 384196, Northing: 283410
- GPS coordinates
- Latitude: 52.448, Longitude: -2.234
- Accepting pupils
- 5—7 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 11, 2013
- Region › Const. › Ward
- West Midlands › South Staffordshire › Kinver
- Town and Fringe - less sparse
- Free school meals %
- 0.4 miles Brindley Heath Junior School DY76AA (232 pupils)
- 0.4 miles Edgecliff High School DY76AA (612 pupils)
- 0.4 miles Edgecliff High School DY76AA
- 2 miles Cookley Sebright First School DY103TA
- 2 miles Cookley Sebright Primary School DY103TA (230 pupils)
- 2.3 miles Wolverley High School DY115XQ
- 2.3 miles Wolverley CofE Secondary School DY115XQ (671 pupils)
- 2.6 miles Ridgewood High School DY83NQ (777 pupils)
- 2.7 miles The Ridge Primary School DY83NF (205 pupils)
- 2.7 miles High Park School DY83NQ
- 2.8 miles Wolverley Sebright First School DY115TP
- 2.8 miles The Alexander Patterson School DY103PU
- 2.8 miles Wolverley Sebright VA Primary School DY115TP (109 pupils)
- 2.9 miles Heathfield School DY103QE (257 pupils)
- 3 miles Gig Mill Primary School DY83HL (545 pupils)
- 3 miles St James's CofE Primary School DY84RU (372 pupils)
- 3.1 miles Kidderminster, St Oswald's CofE First School DY102YL
- 3.1 miles Kidderminster, Sion Hill Middle School DY102XT
- 3.1 miles St Oswald's CofE Primary School DY102YL (171 pupils)
- 3.3 miles Ashwood Park Primary School DY85DJ (325 pupils)
- 3.3 miles The Longlands School DY83XB
- 3.4 miles Beauty Bank Primary School DY81XF
- 3.4 miles Belle Vue Primary School DY85BZ (451 pupils)
- 3.6 miles Greenfield Primary School DY81AL (281 pupils)
Foley Infants School
Fairfield Drive, Kinver, Stourbridge, DY7 6EW
|Inspection dates||11–12 September 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 thoroughly enjoy school and achieve |
Pupils behave well and learn the rules quickly
The good and sometimes outstanding
Pupils say that they like the way teachers
The good spiritual provision means that
well. Progress is good throughout the school,
and attainment is consistently well above
average by the end of Year 2 in reading,
writing and mathematics.
in the Reception classes. Bullying is very rare
so pupils feel safe.
teaching means that pupils achieve well in all
make their lessons fun and help them when
they find the work difficult.
pupils reflect deeply on the world around
them and consider how they can help others.
| Parents speak highly of the very good quality |
Good leadership and management have played
The school has embraced being part of a
Teachers value the annual reviews of their
of care and support that make their children
feel secure and valued. Pupils say how much
they like being part of a small school where
they make such good friends.
an important part in maintaining good
achievement over a long period of time.
federation well, and benefits of this partnership
are already evident.
performance that help raise achievement.
| While all groups of pupils make at least good |
progress, boys tend to achieve less well than
girls and the attainment of pupils entitled to
the pupil premium, particularly the most able
ones, is currently lower than others in the
Information about this inspection
- The inspectors observed 18 lessons of which two were joint observations with senior leaders.
The inspectors also made a number of brief visits to other lessons.
- Meetings were held with pupils, leaders of subjects, members of the governing body and a
representative of the local authority.
- The inspectors took account of the 66 responses to the online questionnaire (Parent View) at the
time of the inspection.
- The inspectors observed the school’s work and looked at a number of documents including
records of the progress of every pupil, planning and monitoring files, behaviour records and
documents relating to attendance and safeguarding.
|Terry Elston, Lead inspector||Additional Inspector|
|Michael Onyon||Additional Inspector|
Information about this school
- The proportion of the pupils eligible for the pupil premium, which provides additional funding for
children in local authority care and pupils known to be eligible for free school meals, is below
- The vast majority of pupils are of White British heritage and very few speak English as an
- The proportions of disabled pupils and those who have special educational needs who are
supported through school action are well below average, and those at school action plus or
through a statement of special educational needs are above average.
- The school has been federated with a nearby junior school since January 2013 and shares the
same executive headteacher and governing body.
- The school has recently achieved Dyslexia Friendly status and gained The ICT Mark and Sing Up
What does the school need to do to improve further?
- Close the gap between the attainment of more-able disadvantaged pupils and others in the
regular checking of their progress during the year
taking swift action to support those falling behind
ensuring that these pupils attend as regularly as others
the leaders and governing body evaluating the impact of the pupil premium funding to see
how well the money is raising achievement.
- Ensure that boys achieve as well as girls in reading and writing by:
making tasks as motivating to boys as girls
checking that boys get down to reading and writing quickly
requiring boys to answer their fair share of questions in class discussions
the leaders checking on the achievements of these pupils during lesson observations.
|The achievement of pupils||is good|
- Children join the school with skills that are typical of their ages and make good progress. Pupils
feel they do well at school and all parents who responded to Parent View agreed.
- In 2012, attainment in reading, writing and mathematics was well-above average and continued
the five-year trend. In 2013, pupils look to have maintained these levels of performance.
- Children in both Reception classes settle quickly into school routines and achieve well from their
starting points. They make rapid progress in their reading, writing and number skills and enjoy
many opportunities to practise them both indoors and outside. They use their imagination very
well, whether it is acting as shopkeepers selling ice creams or talking about the sound of the sea
when they put large shells to their ear. Children have many opportunities to develop their
language skills, and one group learned much from discussing the many activities on a farm when
playing with tractors and toy animals.
- At Key Stage 1, pupils maintain this good progress. They achieve very well in their phonics work
and quickly learn how to build sounds into words. Their scores in the 2012 phonics assessment
were above the national average and, by the end of Year 2, nearly all read confidently with good
expression. Boys mostly read fluently, although not all find it interesting and their attention
- Pupils write well. They take care with the presentation of their work and ensure that they use
full stops and capital letters. Boys often have very good ideas for their writing but, as in
reading, are sometimes slow to get started and in some lessons, girls have written a few lines
while boys are still doing the title. However, when the tasks capture their imagination, boys
make rapid progress. For example, in one lesson pupils were learning the sound that ‘ie’ makes
and boys relished the challenge of seeing how many times they could write the sound on a cut-
out of a tie in one minute.
- Pupils achieve well in mathematics because they learn the basic numeracy skills well and are
able to apply them to solving problems. These skills are reinforced well in other subjects, as was
observed when one teacher asked pupils to jump off equipment in a physical education lesson
and make half a turn.
- Disabled pupils and those who have special educational needs make good progress in both
English and mathematics. They benefit from well-planned teaching and accurate assessment of
their difficulties and needs.
- The school uses its pupil premium funding to provide individual tuition and small group work for
disadvantaged pupils. While the gap between their attainment overall and other pupils is closing,
by the end of Year 2 in 2013 those of above-average prior attainment were still almost a term
behind other more-able pupils in reading, writing and mathematics who make very good
|The quality of teaching||is good|
- In typical lessons, teachers make the learning expected clear and this helps pupils focus on the
task. At the end, pupils have good opportunities to check on their learning and see if there is
anything they can improve upon.
- Teachers make effective use of technology to add interest to their lessons. For example, they
use the interactive whiteboards well to show how to organise their numbers in mathematics, and
ask children in the Early Years Foundation Stage to draw pictures of ice creams as part of their
work on the seaside.
- The teaching of reading is good, with regular phonics sessions and many opportunities for pupils
to read in all subjects. Children in the Early Years Foundation Stage learn how to build sounds
into words quickly and enjoy searching for letters hidden outside.
- In writing, teachers pay good attention to the presentation of pupils’ work and provide many
opportunities for them to write in subjects such as design and technology and science. However,
they do not always check on how well pupils are getting on, and sometimes this means that
boys spend more time chatting about their work than actually writing.
- In mathematics, teachers are very good at teaching basic number skills, and the daily mental
mathematics sessions do much to speed up pupils’ calculations. Teachers provide good
opportunities for pupils to solve number problems and this helps them understand how to use
mathematics in everyday life.
- Teachers have high expectations of pupils’ behaviour and they respond well by listening carefully
and always putting their hands up to answer a question. What sometimes happens, however, is
that the girls are allowed to dominate whole class sessions, and often answer over 80 per cent
of questions. Boys let them do this and make slower progress as a result.
- Teachers check on pupils’ progress systematically, but do not focus well-enough on particular
groups such as boys and girls and those supported by the pupil premium funding, either during
lessons or through the year. Marking is thorough and provides pupils with helpful next steps in
- The teaching of disabled pupils and those who have special educational needs is good,
particularly in English and mathematics. The teachers plan tasks that are challenging yet
achievable and ensure that pupils have every opportunity to ask and answer questions.
- The school makes good use of the skills of teaching assistants to support lower attaining pupils
but does not always employ them well enough to ensure the more-able pupils eligible for the
pupil premium attain the high standards of which they are capable.
|The behaviour and safety of pupils||are good|
- Pupils behave well because the rules are made clear and adults apply them consistently.
Teachers make good use of rewards, and pupils know they will apply sanctions such as missing
‘Golden Time’ fairly. As a result, disruptions of any kind are rare.
- Pupils concentrate well and persevere well with challenging work. Some boys, however, need
reminding to get on with their work, particularly in reading and writing.
- Pupils enjoy school, arrive punctually and attendance rates are consistently above the national
average. The school places great emphasis on regular attendance and most parents respond
well to the regular reminders about the importance of their children coming to school every day.
However, the systems to check on the attendance of different groups of pupils, such as those
eligible for pupil premium funding, are not established well enough to eliminate all unnecessary
- Pupils feel very safe at school, and say how well staff respond to rare instances of bullying and
racism. Records show that such acts are decreasing year by year. Pupils know much about
different types of bullying and know what to do if it happens. Parents agree that pupils are safe
- Pupils show courtesy towards adults and one another. They listen carefully in discussions, and
accept opinions different to their own. For example, they share ideas sensibly with their ‘talking
partners’ and are not afraid to change their minds about an issue.
- Pupils are involved in the local community and develop a pride in their village by activities such
as designing posters to keep it tidy.
|The leadership and management||are good|
- Strong leadership and management are the keys to the school’s success and the maintenance of
good levels of achievement. Leaders are ambitious and clear about how to make improvements.
Self-evaluation is thorough and accurate and provides the leaders and governing body with clear
priorities for the future.
- At the start, some staff had misgivings about becoming federated with the junior school but, in
two terms, unanimously see the benefits. They have enjoyed cost-effective joint training and
subject leaders appreciate the benefits from sharing expertise with colleagues from the other
school. Transition arrangements have improved greatly and parents say how smooth this
process has become. As one said, ‘Now, it’s as if they are just moving classes rather than going
to a different school.’
- The executive headteacher has made an important contribution to the early success of this
federation. He has organised team-building exercises, training days and provided staff with good
opportunities to teach at the junior school and learn about how older pupils learn.
- The executive headteacher has observed all teachers and they say how helpful they find his
evaluations. These provide good feedback on the lessons’ strengths and weaknesses including
useful targets for the future. What they lack is the sharp focus on groups such as boys and girls
and those pupils eligible for free school meals that would help achieve the school’s target of
- The leadership and management of provision for children in the Early Years Foundation Stage is
good. Areas for improvement are identified speedily and this has ensured that children make
much better use of the outside area than was reported in the last inspection. Subject leaders
make a good contribution to school improvement by monitoring achievement and supporting
teachers in rectifying weaknesses.
- Good performance management systems help teachers raise achievement. Teachers value the
annual meetings to review the past year’s work and find the targets for the next year
challenging but achievable.
- Safeguarding systems are effective and meet all requirements. These systems are reviewed
regularly by the school’s leaders and governing body to ensure that staff and pupils continue to
- Good systems to manage the school’s funding ensure the school achieves good value for money.
Recent funding for physical education is targeted well at providing a sports coach and an extra
member of staff to support the teachers and enhance provision for games after school.
- The local authority has had limited input to this successful school, but the leaders appreciate the
support provided to improve provision for children in the Early Years Foundation Stage.
- Parents appreciate the high quality of the care and support offered to their children to help them
feel secure. They appreciate the way the school informs them about the work of the school and
their children’s progress.
- Pupils find the activities provided for them interesting and appreciate the many clubs at
lunchtime and after school that enhance their skills in areas such as music and sport. They enjoy
the broad topics and the good opportunities to base much of their reading, writing and
mathematics on themes such as ‘The Seaside’. A wide range of visits enhance pupils’
experiences and help to develop their academic, personal and social skills. Pupils learn much
about different faiths and cultures and enjoy learning about the lives of people from different
The governance of the school:
The governing body has a clear awareness of the school’s strengths and weaknesses including
its performance compared with other schools, gained through regular visits, meetings with the
senior leaders and analysis of pupils’ achievements. Members have the knowledge to challenge
the leaders and they take a full part in school improvement. They are closely involved in the
evaluation of teachers’ performance and challenge the decisions about their pay. They have a
sound grasp of the school’s budget and know how the funding for pupils eligible for the pupil
premium is spent. They know little, however, about its impact on these pupils’ achievements.
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.
|Unique reference number||124095|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Infant|
|Age range of pupils||5–7|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||155|
|Appropriate authority||The governing body|
|Chair||Ian Rumble (Acting)|
|Date of previous school inspection||4 December 2008|
|Telephone number||01384 872382|
|Fax number||01384 878156|