School etc

Grove Vale Primary School

Grove Vale Primary School
Monksfield Avenue
Great Barr
Birmingham
West Midlands
B436AL

0121 3574319

Headteacher: Mr Andrew Leivers

Website: www.grovevaleschool.org.uk

School holidays for Grove Vale Primary School via Sandwell council

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418 pupils aged 4—10y mixed gender
420 pupils capacity: 100% full

230 boys 55%

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185 girls 44%

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Last updated: June 18, 2014


Primary — Community School

URN
103972
Education phase
Primary
Establishment type
Community School
Establishment #
2166
OSGB coordinates
Easting: 403720, Northing: 294257
GPS coordinates
Latitude: 52.546, Longitude: -1.9466
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 20, 2013
Region › Const. › Ward
West Midlands › West Bromwich East › Charlemont with Grove Vale
Area
Urban > 10k - less sparse
Free school meals %
6.70

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Schools nearby

  1. 0.5 miles Holy Name Catholic Primary School B436LN (265 pupils)
  2. 0.5 miles Q3 Academy B437SD (1089 pupils)
  3. 0.6 miles Dartmouth High School B437SD
  4. 0.7 miles Hamstead Junior School B435BE (231 pupils)
  5. 0.7 miles Hamstead Infant School B435AS (224 pupils)
  6. 0.7 miles Ferndale Primary School B435QF (514 pupils)
  7. 0.7 miles Gorse Farm Primary School B435QF
  8. 0.8 miles Tanhouse Primary School B435EL
  9. 0.9 miles St Margaret's CofE Primary School B437AP (239 pupils)
  10. 1 mile Whitecrest Primary School B436HQ (211 pupils)
  11. 1.1 mile St Mark's Catholic Primary School B421NU (206 pupils)
  12. 1.1 mile Hamstead Hall Community Learning Centre B201HL
  13. 1.1 mile Yew Tree Primary School WS54DX (572 pupils)
  14. 1.1 mile Hamstead Hall Academy B201HL (1084 pupils)
  15. 1.2 mile Fir Tree Primary School WS54BW
  16. 1.3 mile Calshot Primary School B422BY (451 pupils)
  17. 1.3 mile Calshot Junior School B422BY
  18. 1.3 mile Calshot Infant School B422BY
  19. 1.4 mile The Queslett School B437EZ
  20. 1.5 mile Dorrington Primary School B421QR
  21. 1.5 mile Hollyhedge Primary School B713DJ
  22. 1.5 mile Charlemont Junior and Infant School B713DL
  23. 1.5 mile Delves Infant School WS54PU (342 pupils)
  24. 1.5 mile Delves Junior School WS54PU (355 pupils)

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Ofsted report transcript

School report

Grove Vale Primary School

Monksfield Avenue, Great Barr, Birmingham, B43 6AL

Inspection dates 20–21 March 2013
Overall effectiveness This inspection: Outstanding 1
Previous inspection: Good 2
Achievement of pupils Outstanding 1
Quality of teaching Outstanding 1
Behaviour and safety of pupils Outstanding 1
Leadership and management Outstanding 1

Summary of key findings for parents and pupils

This is an outstanding school.

Pupils make excellent progress in all subjects
Pupils behave impeccably at all times.
Outstanding teaching coupled with pupils’
Pupils and all adults who work in the
Adults and pupils have great respect for each
and learn exceptionally well. Standards are
well-above-average by the end of Year 6.
Relationships are extremely positive and so
pupils feel safe at all times and get on
exceptionally well together.
exemplary attitudes to learning ensures
pupils’ full concentration and involvement in
lessons.
classroom check pupils’ learning continually
and make immediate changes if they find the
work is too hard or too easy.
other and so a positive atmosphere
permeates the building. Pupils successfully
‘embrace diversity and the world around
them.’
The school’s leadership promotes the highest
The executive headteacher, head of school,
All staff constantly strive to improve what they
The rich and relevant curriculum promotes
Attendance is above average and pupils’
possible expectations for pupils’ achievement.
There has been a relentless drive to improve
all aspects of the school’s work, including the
quality of teaching.
deputy headteacher and governors
complement each other extremely well and,
with the whole-staff team, ensure all aspects
of the school’s work continue to improve.
do and share a vision that ‘nothing less than all
pupils reaching their potential’ will do.
pupils’ excellent spiritual, moral, social and
cultural development and academic
achievement highly effectively.
excellent punctuality ensures a prompt start to
the day.

Information about this inspection

  • Inspectors observed 30 lessons taught by 16 teachers. In addition, they made a number of short
    visits to lessons and extra-curricular activities including the breakfast and after-school clubs.
  • The inspectors heard a number of pupils read. They looked at past and current information
    about pupils’ progress and pupils’ work in books and on display.
  • The inspectors looked at documents relating to behaviour and safeguarding, the school’s checks
    about what is going well, and school improvement planning.
  • The inspectors met with small groups of pupils to talk about their learning and to find out what
    they thought about the school. Inspectors also met with staff, and with representatives of the
    governing body and the local authority.
  • The inspectors talked to parents informally at the start of the day. They took into account 21
    responses shown in the online questionnaire (Parent View) and last year’s parent survey carried
    out by the school.
  • The inspectors took note of 25 staff questionnaires.

Inspection team

Georgina Beasley, Lead inspector Additional Inspector
Anthony Green Additional Inspector
Catherine Beeks Additional Inspector

Full report

Information about this school

  • Grove Vale Primary School is larger than the average-sized primary school.
  • Pupils are from a number of different minority ethnic backgrounds with White British and Indian
    being the two largest groups.
  • A well-above-average proportion of pupils speak English as an additional language.
  • A below average proportion of pupils are known to be eligible for the pupil premium, which
    provides additional funding for pupils known to be eligible for free school meals, children in local
    authority care, and those who have a parent in the armed services.
  • The proportions of disabled pupils and those who have special educational needs supported
    through school action, at school action plus and with a statement of special educational needs
    are all below average.
  • The school meets the government’s current floor standards (the minimum expectations for
    pupils’ attainment and progress).
  • The school does not make use of alternative provision off site.
  • The school is federated with Holy Trinity CE Primary School with which it shares an executive
    headteacher, governing body and special educational needs coordinator.
  • The breakfast and after school clubs are managed by the school.
  • The onsite Little Valers preschool is managed separately and was not inspected with the school.

What does the school need to do to improve further?

  • Display pupils’ work and learning prompts and posters clearly in classrooms so that pupils can
    find them more easily during lessons to support their learning when they are working on their
    own.

Inspection judgements

The achievement of pupils is outstanding
  • Pupils make outstanding progress from their below-average starting points at the beginning of
    the Reception year to reach well-above-average levels by the end of Year 6 in a range of
    subjects. Standards continue to rise each year and about a quarter of pupils are on track to
    reach the higher level 6 in reading and mathematics this year.
  • Outstanding progress in the Reception class in their personal social and emotional development
    promotes high levels of independence and ensures that every child develops quickly a ‘love and
    enthusiasm for learning’. They all have a favourite place to learn and relish the opportunity to
    talk about this to adults.
  • Pupils who speak English as an additional language make excellent progress to reach well-
    above-average levels in their reading and mathematics and above-average levels in writing by
    the end of Year 6. Targeted teaching is enabling older pupils to reach the same well-above-
    average standards as other pupils across the school and nationally in writing this year. Younger
    pupils learn to speak English quickly and most catch up with their English speaking classmates
    by the end of Year 2.
  • Disabled pupils and those who have special educational needs make similar excellent progress.
    Every pupil’s progress is checked at least weekly and if they are not making the expected
    progress, immediate support is put into place through individual and small group teaching.
    These pupils are not afraid to get stuck and so try new learning confidently.
  • Pupils known to be eligible for the pupil premium exceed expected progress to close any gaps in
    learning and to reach higher standards in English and mathematics than other pupils who
    receive this additional funding in the school and other such pupils nationally. Pupils from all
    minority ethnic backgrounds make excellent progress and reach at least national averages.
  • Varied and daily opportunities to use and practise reading, writing and mathematics skills in a
    range of subjects boost pupils’ ability to apply their learning when they work on their own. They
    read constantly throughout the day for pleasure and to find information for planning their
    learning and research and completing homework projects.
  • Younger pupils have good phonics skills (knowing the names of letters and the sounds that they
    make) which they use to good effect to read on their own. If they read a word that they have
    not previously met, they ask an adult to explain what it means to help them develop good
    understanding too. More Year 1 pupils than nationally reached the expected level in the phonics
    check last year.
The quality of teaching is outstanding
  • Much of the teaching across the school is outstanding and is always at least good. An
    outstanding aspect in all lessons is the positive atmosphere that promotes pupils’ confidence to
    be able to have fun and as they say, ‘it’s okay to make mistakes as long as you learn from
    them.’ Pupils are adventurous and confident learners and say, ‘getting stuck is good because we
    are being challenged’.
  • Teachers, learning support assistants and pupils are fully involved in checking learning. In every
    lesson, pupils know whether they will check each others’ work by acting as a ‘secret spy’, be
    given feedback by the adult working with their group or have their work checked in depth by the
    teacher. Teachers set follow-up tasks and ask questions that extend and consolidate learning
    successfully. Pupils know how well they are doing and precisely how to improve.
  • Teachers and learning assistants constantly check learning as it is happening and give pupils
    further challenge if the work is too easy or extra support if it is too difficult. Pupils value this
    support and recognise that rather than giving them the answer, teachers help them to complete
    research projects, carry out scientific investigations and solve problems in mathematics for
    themselves.
  • Step-by-step guidance is given to pupils at the start of lessons and used to check learning at the
    end. These are often displayed around the room for pupils’ easy reference. Occasionally, these
    prompts are not displayed clearly enough to support pupils when they work on their own and so
    some have to for an adult’s help before being able to continue with their learning.
  • Learning logs are used highly effectively to promote family learning at home. Teachers present
    homework tasks through questions that invite pupils to use their enquiry and creative thinking
    skills to answer them in a number of different ways. This is evident in the range of imaginative
    homework projects created each week by pupils across all year groups.
The behaviour and safety of pupils are outstanding
  • Pupils are excited by their learning and relish the opportunities they are given. Pupils are fully
    involved in planning topics and so lessons build highly effectively on what they already know and
    can do and what they want to find out. Pupils say, ‘we are team school although it is okay to
    work on your own too if you want’.
  • Attitudes to learning are exemplary and make a considerable contribution to pupils’ outstanding
    progress and excellent spiritual, moral, social and cultural development. Pupils have great
    respect for each others’ views, beliefs and cultures.
  • Pupils’ behaviour is impeccable at all times. Adults are always around to look after them for
    safety purposes but all activities including playtimes and lunchtimes happen without interruption
    and incident. Pupils take great care not to let their games impinge on the safety of others,
    making sure to stay within the designated areas for football and skipping.
  • Pupils have considerable opportunities to take responsibility for their own learning and
    behaviour. Older pupils enjoy acting as play buddies for younger children and help them to
    create their own games at playtimes. The School Council and Eco-committee involve pupils fully
    in school self-evaluation and review while pupil consultations allow them to assess their own
    learning and deciding on next steps.
  • Pupils feel safe in school and know what to do in an emergency. They are fully aware of the
    rules for using the internet and follow them consistently when researching for information. All
    staff and nearly all parents are unreservedly positive about pupils’ behaviour and safety. Pupils
    insist that ‘bullying doesn’t happen here’. They have an astute understanding of the different
    types of bullying and know what to do if they ever did have a concern.
  • Attendance has improved well over the last three years and is above average. Pupils are
    punctual and lessons get off to a prompt start.
The leadership and management are outstanding
  • The whole staff and governors have been involved in implementing action plans based on a
    vision of ‘what do we want a Year 6 pupil to be like’. This has established extremely high
    expectations for pupils’ personal and academic achievements for the last three years and has
    been a key driver in moving the school from good to outstanding.
  • The executive headteacher, head of school, deputy headteacher and assistant headteacher each
    has a particular set of skills and responsibility for focussing on different year groups and subjects
    and ensure planned improvement is happening at the same rapid pace across the school. They
    meet at least weekly to check each other’s work and the quality of teaching and its
    effectiveness. Immediate steps are taken to tackle any weaknesses picked up.
  • Equal opportunities are promoted exceptionally well. Every teacher and learning support
    assistant is involved in planning targeted interventions to ensure every pupil makes the
    challenging one and a half points progress every term across all subjects. Anything less triggers
    interventions and support that ensure pupils catch up and so sustain this rapid rate of progress
    across all year groups. The shared values and deep respect staff and pupils have for each other
    promote the school’s exceptionally positive racial harmony.
  • All staff with a leadership responsibility are fully involved in school improvement planning. As a
    result, they all know in detail not only how well pupils in their classes are doing, but also across
    the year group and school. Teachers have willingly embraced the school’s arrangements for the
    management of their performance and are not satisfied with their own performance unless
    pupils reach their full potential. As a result, teaching continues to improve.
  • The curriculum is extremely well planned to support pupils’ learning in a wide range of subjects
    and to promote excellent spiritual, moral, social and cultural development. Extra-curricular
    activities broaden pupils’ experiences and give them excellent opportunity to work in teams. The
    breakfast and after school clubs are extremely well managed and always provide a positive and
    active place for pupils at the start and end of the day.
  • Pupil premium funds are used highly effectively to ensure the full involvement of pupils eligible
    in school life. The funding of free breakfast club places has resulted in excellent improvement to
    attendance and punctuality for those pupils. Governors ask searching questions about the
    information they receive about the progress of these pupils to check that the extra funding is
    making the planned difference to pupils’ achievement.
  • The local authority gives the school good support through leading training for staff and
    governors and supporting the performance management process. Joint training events within
    the Federation have enabled staff to share what is working well in order to improve teaching.
  • The governance of the school:
    The governing body is extremely clear about the school’s success and is constantly looking
    where further improvements can be made. Governors have used what they have learned from
    training events and their comprehensive knowledge of pupils’ progress to inform an in-depth
    evaluation of the school’s procedures and the implementation of focused action plans for
    further improvement. All statutory requirements including those relating to safeguarding are
    met. Full involvement in checking staff performance informs decisions about pay and training
    needs.

What inspection judgements mean

School

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
improvement
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 103972
Local authority Sandwell
Inspection number 402932

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 414
Appropriate authority The governing body
Chair Pauline Brown
Headteacher Andrew Leivers (Executive Headteacher)
Date of previous school inspection 21 January 2008
Telephone number 0121 3574319
Fax number 0121 3582199
Email address headteacher@grovevale.sandwell.sch.uk

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