Glenmead Primary School
phone: 0121 4643173
head teacher: Ms Hilary Allan
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 %
- 0.2 miles Great Barr Primary School B448NT
- 0.2 miles North Birmingham College B448NE
- 0.2 miles Great Barr Primary School B448NT (455 pupils)
- 0.3 miles Perry Beeches Nursery School B422PX (91 pupils)
- 0.3 miles Perry Beeches Junior School B422PY (345 pupils)
- 0.3 miles Perry Beeches Infant School B422PY (269 pupils)
- 0.3 miles Perry Beeches School B422PY
- 0.3 miles Great Barr School B448NU (1949 pupils)
- 0.3 miles Priestley Smith School B422PY (73 pupils)
- 0.3 miles Perry Beeches the Academy B422PY (909 pupils)
- 0.5 miles Greenholm Primary School B448HS
- 0.5 miles Oscott Manor School B449SP (75 pupils)
- 0.5 miles Greenholm Primary School B448HS (417 pupils)
- 0.6 miles Goodway Nursery School B448RL (92 pupils)
- 0.6 miles Maryvale Catholic Primary School B449AG (215 pupils)
- 0.7 miles Calshot Primary School B422BY (451 pupils)
- 0.7 miles Cardinal Wiseman Catholic Technology College B449SR (549 pupils)
- 0.7 miles Calshot Junior School B422BY
- 0.7 miles Calshot Infant School B422BY
- 0.7 miles TLG North Birmingham B449SH (9 pupils)
- 0.8 miles Kingsthorne Primary School B440BX (367 pupils)
- 0.9 miles The Queslett School B437EZ
- 1 mile Warren Farm Primary School B440DT
- 1 mile Hawthorn Primary School B448QR (211 pupils)
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
| 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
|Martyn Groucutt, Lead inspector||Additional Inspector|
|Michael Onyon||Additional Inspector|
|Suha Ahmad||Additional Inspector|
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
- 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.
|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
- 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
|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
- 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
- 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 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||103320|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||388|
|Appropriate authority||The governing body|
|Date of previous school inspection||12 December 2012|
|Telephone number||0121 464 3173|
|Fax number||0121 464 6344|