School etc

Glenmead Primary School

Glenmead Primary School
Glenmead Road
West Midlands

phone: 0121 4643173

head teacher: Ms Hilary Allan


school holidays: via Birmingham council

382 pupils aged 4—10y mixed gender
419 pupils capacity: 91% full

180 boys 47%


205 girls 54%


Last updated: July 30, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 406875, Northing: 293755
GPS coordinates
Latitude: 52.542, Longitude: -1.9001
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
May 8, 2014
Region › Const. › Ward
West Midlands › Birmingham, Perry Barr › Oscott
Urban > 10k - less sparse
SEN priorities
ASD - Autistic Spectrum Disorder
Special classes
Has Special Classes
Free school meals %

rooms to rent in Birmingham

Schools nearby

  1. 0.2 miles Great Barr Primary School B448NT
  2. 0.2 miles North Birmingham College B448NE
  3. 0.2 miles Great Barr Primary School B448NT (455 pupils)
  4. 0.3 miles Perry Beeches Nursery School B422PX (91 pupils)
  5. 0.3 miles Perry Beeches Junior School B422PY (345 pupils)
  6. 0.3 miles Perry Beeches Infant School B422PY (269 pupils)
  7. 0.3 miles Perry Beeches School B422PY
  8. 0.3 miles Great Barr School B448NU (1949 pupils)
  9. 0.3 miles Priestley Smith School B422PY (73 pupils)
  10. 0.3 miles Perry Beeches the Academy B422PY (909 pupils)
  11. 0.5 miles Greenholm Primary School B448HS
  12. 0.5 miles Oscott Manor School B449SP (75 pupils)
  13. 0.5 miles Greenholm Primary School B448HS (417 pupils)
  14. 0.6 miles Goodway Nursery School B448RL (92 pupils)
  15. 0.6 miles Maryvale Catholic Primary School B449AG (215 pupils)
  16. 0.7 miles Calshot Primary School B422BY (451 pupils)
  17. 0.7 miles Cardinal Wiseman Catholic Technology College B449SR (549 pupils)
  18. 0.7 miles Calshot Junior School B422BY
  19. 0.7 miles Calshot Infant School B422BY
  20. 0.7 miles TLG North Birmingham B449SH (9 pupils)
  21. 0.8 miles Kingsthorne Primary School B440BX (367 pupils)
  22. 0.9 miles The Queslett School B437EZ
  23. 1 mile Warren Farm Primary School B440DT
  24. 1 mile Hawthorn Primary School B448QR (211 pupils)

List of schools in Birmingham

School report

Glenmead Primary School

Glenmead Road, Birmingham, B44 8UQ

Inspection dates 8–9 May 2014
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
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

There is clear evidence of improvement since
Children receive an excellent start to their
Teaching is good. Teachers are making much
Achievement is good and rising strongly. The
Behaviour in and around school is good. This
the previous inspection, both in the quality of
teaching and in pupils’ achievement.
school life in the Early Years Foundation
better use of the information they have on
individual pupil’s progress, so they are in a
better position to ensure that all pupils are
doing their best.
rise has been fastest in reading. Pupils also
make good progress in writing.
means that very little time is lost to learning
in class and this helps pupils to make good
progress. Most pupils and parents who
offered a view say pupils are happy and safe
at school.
The headteacher is focused on school
Governance has improved strongly. Governors
School leaders support teachers in developing
improvement and getting the best results for
pupils. The leadership team each have clear
roles and responsibilities for which they are
held to account, focusing on getting the best
possible results for pupils.
are now very well informed and therefore in a
position to carry out their duties effectively.
They hold the senior leadership thoroughly to
account for their running of the school.
their skills and expertise, which not only helps
them become more effective, but also helps
the school meet its priorities for continuing
Pupils’ achievement in mathematics is not yet
as good as that in reading and writing.
The progress of pupils who receive additional
funding to help them improve their
performance still lags behind that of other

Information about this inspection

  • Inspectors observed a total of 16 lessons, four of them jointly with the headteacher. Shorter
    focused visits were made to classrooms to observe the teaching of phonics (the knowledge of
    letters and the sounds they make) and the support being given to individual pupils by teaching
  • Inspectors held meetings with the headteacher, other school leaders and staff with specific
    responsibilities. Inspectors also met with the Chair of the Governing Body and other governors,
    and a representative of the local authority.
  • Inspectors considered the views of parents from the 33 responses to the online Parent View
    questionnaire, from conversations with parents at the school and from two letters received.
  • Meetings were held with two groups of pupils and conversations took place throughout the
    inspection in order to find out pupils’ views.
  • Staff views were gathered from the 31 questionnaires that were returned and from
    conversations held throughout the inspection.
  • Inspectors looked at pupils’ work while they were in lessons and undertook a more detailed
    analysis of samples of pupils’ work from classes throughout the school. They also listened to
    groups of pupils reading and looked at case studies which focused on the progress of specific
  • Inspectors considered a range of written evidence, including detailed information on the
    progress of pupils, teachers’ planning and marking, the school’s evaluation of its own
    performance and improvement planning, and a range of policies and procedures, including those
    for safeguarding.

Inspection team

Martyn Groucutt, Lead inspector Additional Inspector
Michael Onyon Additional Inspector
Suha Ahmad Additional Inspector

Full report

Information about this school

  • The school is larger than the average-sized primary school.
  • The proportion of pupils who qualify for the pupil premium (extra government funding for pupils
    known to be entitled for free school meals or who are in the care of the local authority) is
    broadly average.
  • The proportion of pupils from minority ethnic communities is in line with the national average,
    while the proportion who speak English as an additional language is below average.
  • The proportion of disabled pupils and those with special educational needs who are supported
    through school action is below average, while the proportion supported at school action plus or
    with a statement of special educational needs is broadly average.
  • The school meets the government’s current floor standards, which represent the minimum
    expectations for progress and attainment in English and mathematics.
  • Since the last inspection the governing body has been restructured. A new Chair of the
    Governing Body and a new vice-chair have been appointed.
  • There is a before and after school club for pupils at the school but since it is not run by the
    school’s governing body it did not form part of this inspection.

What does the school need to do to improve further?

  • Improve the performance of pupils known to be eligible for free school meals in English and
    mathematics by ensuring that all staff focus on the types of individual help and learning
    programmes that have been shown to have the strongest impact.
  • Raise achievement in mathematics by:
    ensuring that all teachers and pupils are equally confident in learning through the new
    mathematics scheme that has been introduced
    ensuring that training helps staff to teach the programme with maximum effectiveness
    helping parents to understand the mathematics programme so they can best help their
    children at home.

Inspection judgements

The achievement of pupils is good
  • The achievement of pupils has improved since the previous inspection. From their individual
    starting points, pupils make good progress overall.
  • Children often start in the Reception class with levels of skills that are below, sometimes well
    below, those expected. They make an excellent start to school life and make good progress.
    When they start more formal learning in Year 1 they have caught up and their skills are in line
    with those generally found.
  • This good progress continues right through school. By the end of Year 2 the school’s current
    information shows most pupils’ progress is meeting or exceeding expectations for their age. The
    proportion continues to grow through Key Stage 2. . By the end of Year 6 pupils have been well
    prepared to move on to secondary school.
  • The progress of pupils from minority ethnic communities or who speak English as an additional
    language is good from their starting points and this reflects the school’s commitment to creating
    equality of opportunity.
  • Care is taken to ensure that the most able are being fully stretched and all are currently making
    better than expected progress in reading and writing, although fewer in mathematics. Links with
    the local secondary school, and its specialist staff and facilities, have supported provision for the
    most able, as have a series of events organised by the local group of primary schools to which
    Glenmead belongs.
  • Disabled pupils and those with special educational needs do well because they are monitored
    and tracked very effectively. Good support sees them make good progress. This means that
    whenever possible pupils are removed from the special needs register once they have caught
    up. Some pupils with a range of complex of learning, emotional and medical needs are very well
    supported so that they are able to demonstrate effective learning and progress.
  • Pupils who benefit from the pupil premium in reading, writing and mathematics still lag behind
    others. These gaps have reduced very significantly over the past three years, and continue to
    reduce. In 2013, these pupils were about a year behind their classmates in English and about
    eighteen months behind in mathematics. . The school is aware of this and has looked carefully
    at the impact of the different ways in which the pupil premium has been used. It is now focusing
    on those packages of support that have shown to be the most effective.
  • By the end of Year 1 pupils reaching the expected level in the phonics screening are above those
    found nationally because phonics teaching quickly gets children ready to read. Reading progress
    has accelerated this year. Many pupils say how much they enjoy reading, with daily
    opportunities for reading in school and at home.
  • In mathematics, although a majority make good progress, achievement has been lower. The
    school is aware of this and a new mathematics scheme started this year is already seeing
    improved outcomes.
The quality of teaching is good
  • The quality of teaching has improved since the previous inspection. Teachers are now using the
    information they have on the progress of every pupil more effectively to ensure that all pupils
    can make good progress from their starting points. Teaching is usually good, with some that is
    outstanding. Very effective teaching in the Reception class gets children off to a confident start.
  • Teaching assistants work effectively alongside their teachers, planning and assessing together.
    Often this supports pupils who need additional help, such as disabled pupils and those with
    special educational needs, and as a result they make good progress.
  • Children do so well in Reception because there are high expectations and careful tracking of
    progress. The many opportunities for constructive play are coupled with an increasing focus on
    more formal learning as the year goes on. This includes good work in phonics and number work
    to help children prepare for work in Year 1.
  • High expectations are seen throughout the school and teachers often encourage pupils through
    good questioning. This allows pupils to show their understanding but also encourages them to
    develop and explore ideas. Pupils respond very positively and in lessons there is a positive
    climate for learning which pupils enjoy and respond to very well.
  • The regular, detailed marking includes advice on how work might be further improved. This
    means that pupils know how well they have done and what they need to do to improve. It helps
    them meet their challenging learning targets.
  • Lessons are prepared and taught effectively, taking into account the range of ability in each
    class. This enables all pupils to develop their knowledge, understanding and learning skills across
    a range of subjects and topics. Reading, writing, communication and mathematics are taught
    effectively. However, not all teachers are confident in teaching the new mathematics scheme.
  • For those pupils who receive additional help through the pupil premium a range of additional,
    individualised support is provided. Teachers recognise that this work has had only limited effect.
    The school is now beginning to focus on those programmes that have been shown to have made
    the most impact.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good. In lessons this means that very little time is lost to learning as a
    result of poor behaviour. They are prompt to lessons and settle quickly because they enjoy their
    learning. They gain very good habits from the start, when they join the Reception class. Pupils
    also get on extremely well around the school, with each other and with staff, realising the value
    of sharing and collaboration.
  • Some pupils join the school with challenging behaviour as a result of wider learning, emotional
    or medical needs. The very carefully applied behaviour policy helps these pupils to take greater
    responsibility for their actions over time. The school has also used additional funding, including
    the pupil premium, to provide help. Examples include nurture support and play therapy, while
    the family support worker supports pupils and their wider families. Parents say how successful
    such support is in helping their children to make progress.
  • Attendance is average. The school works to engage with the parents of the few pupils who are
    frequently absent. Since the appointment of the family support worker this work has met with
    increasing success.
  • The school’s work to keep pupils safe and secure is good. Most parents believe the school is safe
    and that incidents are dealt with effectively. Pupils certainly believe they are safe and they talk
    confidently about keeping themselves safe in various situations. This includes the safe use of the
    internet, with e-safety being taught in lessons.
  • A check of records and discussion with pupils and parents confirmed that bullying is dealt with
    well, although a few parents in the questionnaire responses disagreed. Pupils say that because
    they get on so well together bullying is not an issue. When incidents occur in school they say
    they are dealt with quickly and effectively, and that they have a member of staff in whom they
    can confide if they are worried or concerned about anything. Pupils understand the different
    types of bullying, including cyber-bullying, because the topic is well taught in specific lessons.
The leadership and management are good
  • The school’s leadership has played a critical part in driving the improvement seen since the
    previous inspection. The headteacher has a clear focus on raising standards and seeking to
    develop an outstanding school. In this she is very well supported by all members of the
    leadership team.
  • Each member of staff has a very clear job description and is held to account for the ways in
    which they carry out their roles, all of which are focused on raising standards. This is reinforced
    through the modelling of good practice shown by all leaders. Senior leaders are able to focus on
    whole school improvement, while the effective leaders of the key subjects focus on the ways in
    which their subjects are taught. They monitor, demonstrate and give support through training
    sessions. The head of mathematics, for example has led the introduction of a new scheme which
    has immediately started to deal with the comparative weakness in the subject.
  • Effective monitoring of classroom practice, planning and marking supports the management of
    the performance of teachers and teaching assistants. Staff have clear annual performance
    objectives which are supported by good opportunities for professional development. Teachers
    know that future pay awards will be dependent on their good performance.
  • The school is effective in evaluating its strengths and areas for development, which focus on
    raising standards. The effectiveness targets for staff seek to balance the needs of the school
    together with their own professional needs, to the benefit of both.
  • Subjects and topics taught in lessons support the learning of all pupils irrespective of their
    starting points or academic ability, including those who receive the pupil premium. Learning is
    also well supported through a range of trips and visits. For example, the youngest pupils visit a
    farm, while for older pupils, trips to places of worship support good understanding of other faiths
    and beliefs. These are just two examples of the strong provision of promoting spiritual, moral,
    social and cultural development.
  • The new primary sport fund is being used well to support the professional development of
    teachers and give them greater confidence through working with professional coaches. It is also
    providing more opportunities for active participation in a range of sporting activities. This is
    making a positive impact on encouraging healthy lifestyles and better physical wellbeing.
  • Links with parents include opportunities to come into school for workshops that help them
    support their children’s learning at home. Plans for a workshop to help them understand the new
    mathematics programme are being developed. Inter-agency working in the area of child
    protection is effective and promotes the safety of pupils very well.
  • The local authority provides good support. It has helped the school to develop and implement an
    action plan successfully which lies behind the improvement evident. It has also supported the
    effective training of the governing body, helping it to become much more effective.
  • The governance of the school:
    Changes to the composition of the governing body since the last inspection have been
    accompanied by other changes of personnel and structure that have made governance more
    robust and effective. All legal responsibilities, including those for safeguarding and for
    ensuring there is no discrimination, are carried out thoroughly. A good understanding of what
    is happening in classrooms has developed through links between specific governors and key
    subject leaders, who also monitor classrooms. Governors have received training in
    understanding the school’s performance data and compare their school’s performance with
    that of others. They hold senior leaders to account for standards attained and the school’s
    wider effectiveness. They undertake careful financial monitoring. They know how pupil
    premium money is allocated and the effectiveness of different types of support. Challenging
    annual targets are set for the headteacher. Governors have introduced a policy fully in line
    with the requirement to tie teachers’ pay with their performance.

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 103320
Local authority Birmingham
Inspection number 442522

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 4–11
Gender of pupils Mixed
Number of pupils on the school roll 388
Appropriate authority The governing body
Chair Jenny Markey
Headteacher Hilary Allan
Date of previous school inspection 12 December 2012
Telephone number 0121 464 3173
Fax number 0121 464 6344
Email address reveal email: enqu…


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