Glynne Primary School
phone: 01384 816960
headteacher: Mrs Sue Cameron
420 pupils capacity: 114% full
260 boys 54%
225 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 388429, Northing: 287816
- GPS coordinates
- Latitude: 52.488, Longitude: -2.1718
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 1, 2012
- Region › Const. › Ward
- West Midlands › Dudley South › Kingswinford South
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Fairhaven Primary School DY85PY (301 pupils)
- 0.5 miles Belle Vue Primary School DY85BZ (451 pupils)
- 0.6 miles The Mere Primary Short Stay School DY85PQ
- 0.6 miles Summerhill School DY69XE (1010 pupils)
- 0.8 miles Bromley Hills Primary School DY68LW (282 pupils)
- 0.8 miles The Kingswinford School & Science College DY67AD
- 0.8 miles The Brier School DY68QN (149 pupils)
- 0.8 miles Pens Meadow School DY85ST (67 pupils)
- 0.8 miles Kingswinford Nursery School DY67AA
- 0.8 miles The Kingswinford School & Science College DY67AD (899 pupils)
- 0.9 miles Dawley Brook Primary School DY69BP (256 pupils)
- 0.9 miles St Mary's CofE (VC) Primary School DY67AQ (177 pupils)
- 0.9 miles The Crestwood School DY68QG (644 pupils)
- 0.9 miles The Crestwood School DY68QG
- 1 mile Dingle Community Primary School DY68PF (158 pupils)
- 1.1 mile Crestwood Park Primary School DY68RP (192 pupils)
- 1.1 mile Ashwood Park Primary School DY85DJ (325 pupils)
- 1.1 mile The Wordsley School Business & Enterprise & Music College DY85SP (744 pupils)
- 1.2 mile Blanford Mere Primary School DY67EA (229 pupils)
- 1.2 mile Church of the Ascension CofE Primary School DY69AH (281 pupils)
- 1.4 mile Brook Primary School DY85YN (379 pupils)
- 1.4 mile Pensnett High School DY54LN
- 1.5 mile Hawbush Primary School DY53NH (227 pupils)
- 1.5 mile St James's CofE Primary School DY84RU (372 pupils)
Glynne Primary School
Cot Lane, Kingswinford, DY6 9TH
|Inspection dates||1–2 November 2012|
|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 achieve well. All groups make good |
Teaching and learning are good across the
Pupils enjoy being at school, and feel very
Pupils behave well in lessons and around the
progress from their individual starting points,
regardless of ability or background, and test
results at the end of Year 6 are above
school, because teachers have high
expectations and teach interesting lessons.
Some teaching is outstanding.
safe and well looked after.
school, and this makes a good contribution to
| The school provides pupils with a stimulating |
Leaders and managers have made sure that
The governors’ good awareness of the school’s
and interesting range of subjects. Such high-
quality experiences develop their spiritual,
moral, social and cultural awareness very well.
the school has continued to improve since the
last inspection. Their thorough checking on the
quality of teaching has led to marked
improvements in teaching and learning.
strengths and areas for improvement helps
them to continually question its performance
while providing the right support.
| Some teachers have not yet had sufficient |
Some marking does not show pupils exactly
opportunity to share their own excellent
teaching skills with their colleagues, to make
teaching and learning even better across the
how to move on to the next level in their
| Sometimes adults are not used well enough to |
Some parents would like more information
support pupils’ learning in lessons.
about the learning and progress their children
Information about this inspection
- Inspectors observed 22 lessons. Eight of these observations were carried out together with
senior leaders. In addition, inspectors listened to pupils reading.
- Meetings were held with a group of pupils, a representative of the local authority, the Chair and
Deputy of the Governing Body, and senior and middle leaders.
- Inspectors talked to a small number of parents at the start of the school day and took into
account their views wherever they could. They took account of the 48 responses to the online
(Parent View) questionnaire.
- Inspectors looked at many documents, including: the school’s own information on pupils’ current
and recent progress; planning of work in different subjects; evidence of leaders’ checking on
teaching and learning quality; and records relating to behaviour, attendance and safeguarding of
|Steve Nelson, Lead inspector||Additional Inspector|
|Sharona Semlali||Additional Inspector|
|Helen Blanchard||Additional Inspector|
Information about this school
- This is a larger-than-average primary school.
- The vast majority of pupils come from White British backgrounds. Very few pupils speak English
as an additional language.
- The proportion of pupils who are supported at school action is below average. The proportion
supported at school action plus or with a statement of special educational needs is average.
- The proportion of pupils who are known to be eligible for the pupil premium (additional funding
available to the school to assist particular pupils) is below average.
- The governors manage ‘wraparound’ care provided in the Early Years Foundation Stage.
- The school meets the government’s current floor standards, which set the minimum expectations
for attainment and progress.
What does the school need to do to improve further?
- Raise the quality of teaching to outstanding by:
sharing more widely the skills, expertise and best practice found in the school
making full use of support staff who are assisting groups, so that all pupils progress at the
same high rate
improving teachers’ marking so that it is more sharply focused on telling pupils what they
need to do to move on to the next level in their work.
- Improve communications with parents so that they are more regularly informed about the
progress their children are making.
|The achievement of pupils||is good|
- Pupils’ achievement in Key Stages 1 and 2 has improved since the last inspection and is now
good. In 2012 Year 6 pupils achieved above-average test results in English and mathematics.
- The majority of children join the school with skill levels that are in line with those expected for
their age. They make good progress in the Early Years Foundation Stage, particularly in
developing their communication, reading and personal and social skills. Children eagerly explore
the exciting activities available and enjoy their learning. They enter Year 1 as confident and
- Pupils make good progress in lessons. In a typical Key Stage 1 mathematics lesson, pupils made
rapid progress in independently finding objects in the classroom and estimating their length
- The school has narrowed the gaps in achievement between all pupils and those for whom it
receives extra funding (the pupil premium). It does this by carefully providing extra adult
support and specialist one-to-one tuition where necessary to improve their literacy and
- Disabled pupils and those who have special educational needs make good progress. This is
because teachers and other adults support them very well in lessons and provide work and
learning materials best suited to their learning needs.
- The majority of pupils passed the Year 1 phonics (linking letters and sounds) test, showing good
progress. The school promotes reading well. Pupils regularly participate in book quizzes and
some have trained as lunchtime librarians. Pupils say they enjoy reading and can discuss and
give opinions about what they have read.
|The quality of teaching||is good|
- The teaching observed during the inspection was consistently good, and some was outstanding.
Pupils’ workbooks and their progress records confirm good teaching over time. However,
opportunities are not always taken to share the best teaching practice found within the school.
- Regular checking of pupils’ work means that teachers know exactly how well pupils are doing.
They have high expectations of work and behaviour, and plan demanding tasks to make sure
pupils make good progress in their learning.
- Teachers make very good links across different subjects so that pupils are excited by what they
are learning. In a Year 6 English lesson related to the current topic about ancient Egypt, pupils
enjoyed writing a persuasive letter to the Pharaoh asking him to release the slaves.
- Teachers encourage pupils to take responsibility for their own learning by encouraging them to
mark their own and other pupils’ work. Marking in books and verbal feedback is helping to
improve the standard of their work. However, it does not always tell them the next steps they
need to take in order to improve their work and move on to the next level.
- Children in the Early Years Foundation Stage benefit from a good balance between activities led
by adults and those that they themselves choose. Coupled with lots of opportunities for speaking
and listening, and hands-on learning play areas, this means children make good progress in all
areas of their learning. They are able to work and play inside and outside in equally stimulating
surroundings. The good-quality ‘wraparound care’ is appreciated by parents.
- The teaching of disabled pupils and those who have special educational needs is good, in an
atmosphere where they are valued. Skilled adults have high expectations and set work suitable
for their needs, so that they make good progress.
- Early reading skills are taught well, and as a result children make good progress in recognising
letters and sounds. For example, in a Year 2 phonics lesson, pupils made good progress in
reading and spelling words such as stopped, listened and landed.
|The behaviour and safety of pupils||are good|
- The school is a happy, harmonious community where pupils say they feel safe. They have good
attitudes in lessons and show an eagerness to learn. Most parents, pupils and staff agree that
behaviour is good. Pupils are polite and courteous and get on well with each other.
- Pupils are proud of their school and carry out responsibilities eagerly and sensibly, such as
preparing the hall for assemblies, assisting lunchtime staff and acting as playground buddies.
- Pupils sit on the school’s Rights Respecting Schools committee (following the UN convention of
Children’s Rights). They regularly discuss different ways of embedding these values in school
and how to make sure the rights for children in other countries are recognised, for example for
the children in the link school in Gambia.
- Pupils are aware of the different types of bullying such as emotional and internet bullying, and
know that to keep themselves safe they should never give out personal information on the
internet. Pupils trust staff and are confident that they will listen to their problems and act on
- Attendance is above average, and is actively promoted through attendance certificates,
assemblies and ‘Attendance Dog’ being awarded to the class with the best attendance.
|The leadership and management||are good|
- The headteacher provides very clear direction based on an accurate assessment of the school’s
work. Good plans to improve teaching and learning and raise achievement across the school
have successfully led to improvements in these areas since the last inspection.
- Very good procedures for checking the progress and attainment of all individuals and groups of
pupils help to make sure they all perform equally well, with no hint of discrimination. A detailed
school improvement plan outlines the correct areas to improve, and what needs to be done to
- The headteacher makes good use of information from the checks on teaching and learning to
develop teachers’ skills and improve teaching. Targets set for teachers are closely linked to
pupils’ achievement and shows their skills have improved. Teachers’ pay levels are determined
by how successful they are in helping pupils to achieve well.
- Pupils talk enthusiastically about the content of subjects and topics they are studying, such as
‘Into the woods’ and ‘Storms and shipwrecks’. The school provides excellent opportunities for
pupils to take part in performing and sporting activities. For example, they put on a ‘Midsummer
Madness’ musical evening and compete in athletics, dance festivals and gymnastics
- Pupils have frequent opportunities to reflect on and appreciate their own skills and the skills of
others through celebrations and achievement certificates awarded in assemblies. Pupils make
their own ‘Class Charters’ identifying rights and responsibilities. This is successful in increasing
pupils’ confidence and helps develop their understanding of spiritual, moral, social and cultural
- The responses to the online survey (Parent View) indicate that the vast majority of parents
believe the care for their children is good or better, and the school is managed well. However, a
number of parents indicated not enough information is given to them about the progress their
- The local authority gives measured support as necessary. It has worked well with the school to
improve the quality of teaching and learning, and contributed effectively to its improvement.
- The governance of the school:
Governance is good because the governing body is trained well and fulfils its duties effectively.
Governors make sure money the school receives is spent carefully. This includes insisting that
the pupil premium is spent well on additional staff help, when it is needed, to make sure
eligible pupils achieve as well as other pupils in the school. The governing body knows the
strengths and areas for development in the school. Governors have a good understanding of
the pupils’ progress compared to other pupils nationally. They are supportive while challenging
the school to improve pupils’ achievement further. Governors make sure that teachers hit the
targets they are set to improve their practice in the classroom before approving any increase
in their pay. The governing body fulfils all its statutory duties and ensures that national
safeguarding requirements are met.
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||103832|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||470|
|Appropriate authority||The governing body|
|Date of previous school inspection||14 October 2009|
|Telephone number||01384 816960|
|Fax number||01384 816961|
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