School etc

Foley Infants School

Foley Infants School
Fairfield Drive
West Midlands

phone: 01384 872382

headteacher: Mr Jason Willetts NPQH

reveal email: off…


school holidays: via Staffordshire council

157 pupils aged 4—6y mixed gender
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 %

rooms to rent in Stourbridge

Schools nearby

  1. 0.4 miles Brindley Heath Junior School DY76AA (232 pupils)
  2. 0.4 miles Edgecliff High School DY76AA (612 pupils)
  3. 0.4 miles Edgecliff High School DY76AA
  4. 2 miles Cookley Sebright First School DY103TA
  5. 2 miles Cookley Sebright Primary School DY103TA (230 pupils)
  6. 2.3 miles Wolverley High School DY115XQ
  7. 2.3 miles Wolverley CofE Secondary School DY115XQ (671 pupils)
  8. 2.6 miles Ridgewood High School DY83NQ (777 pupils)
  9. 2.7 miles The Ridge Primary School DY83NF (205 pupils)
  10. 2.7 miles High Park School DY83NQ
  11. 2.8 miles Wolverley Sebright First School DY115TP
  12. 2.8 miles The Alexander Patterson School DY103PU
  13. 2.8 miles Wolverley Sebright VA Primary School DY115TP (109 pupils)
  14. 2.9 miles Heathfield School DY103QE (257 pupils)
  15. 3 miles Gig Mill Primary School DY83HL (545 pupils)
  16. 3 miles St James's CofE Primary School DY84RU (372 pupils)
  17. 3.1 miles Kidderminster, St Oswald's CofE First School DY102YL
  18. 3.1 miles Kidderminster, Sion Hill Middle School DY102XT
  19. 3.1 miles St Oswald's CofE Primary School DY102YL (171 pupils)
  20. 3.3 miles Ashwood Park Primary School DY85DJ (325 pupils)
  21. 3.3 miles The Longlands School DY83XB
  22. 3.4 miles Beauty Bank Primary School DY81XF
  23. 3.4 miles Belle Vue Primary School DY85BZ (451 pupils)
  24. 3.6 miles Greenfield Primary School DY81AL (281 pupils)

List of schools in Stourbridge

School report

Foley Infants School

Fairfield Drive, Kinver, Stourbridge, DY7 6EW

Inspection dates 11–12 September 2013
Overall effectiveness This inspection: Good 2
Previous 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.

Inspection team

Terry Elston, Lead inspector Additional Inspector
Michael Onyon Additional Inspector

Full report

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
    additional language.
  • 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
    Gold awards.

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
    school by:
    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.

Inspection judgements

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
    sometimes wanders.
  • 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
    their learning.
  • 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
    in school.
  • 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
    outstanding achievement.
  • 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
    be safe.
  • 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 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 124095
Local authority Staffordshire
Inspection number 427092

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

Type of school Infant
School category Community
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)
Headteacher Jason Willetts
Date of previous school inspection 4 December 2008
Telephone number 01384 872382
Fax number 01384 878156
Email address reveal email: off…


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