New Invention Junior School
phone: 01922 710376
headteacher: Miss Anne Tyler Bsc Med
360 pupils capacity: 91% full
175 boys 53%
155 girls 47%
Last updated: June 18, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 397304, Northing: 301272
- GPS coordinates
- Latitude: 52.609, Longitude: -2.0412
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 18, 2013
- Region › Const. › Ward
- West Midlands › Walsall North › Willenhall North
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- New Invention Infant School WV125SA (348 pupils)
- 0.4 miles Beacon Infant School WV125HA
- 0.4 miles Beacon Junior School WV125HA
- 0.4 miles Woodlands Primary School WV125PR
- 0.4 miles Beacon Primary School WV125HA (301 pupils)
- 0.4 miles Woodlands Academy of Learning WV125PR (457 pupils)
- 0.5 miles Pool Hayes Primary School WV124RX (237 pupils)
- 0.6 miles Lane Head Nursery School WV124JQ (117 pupils)
- 0.6 miles Allens Rough Primary School WV125XB
- 0.6 miles Oak Meadow Primary School WV112QQ (399 pupils)
- 0.6 miles Coppice Performing Arts School WV112QE (922 pupils)
- 0.7 miles Pool Hayes Arts and Community School WV124QZ (1130 pupils)
- 0.7 miles St Alban's Church of England Primary School WV112PF (150 pupils)
- 0.8 miles Short Heath Junior School WV124DS (227 pupils)
- 0.8 miles Rosedale Church of England C Infant School WV124EG (179 pupils)
- 0.8 miles Ashmore Park Nursery School WV112LH (78 pupils)
- 0.8 miles Corpus Christi Catholic Primary School WV112LT (233 pupils)
- 0.9 miles Sneyd Community School WS32PA
- 0.9 miles Black Country UTC WS32PA (146 pupils)
- 1 mile Busill Jones Primary School WS32QF (293 pupils)
- 1 mile Willenhall School Sports College WV124BD
- 1 mile Old Hall School WS27LU (62 pupils)
- 1 mile Danesmore Park Primary School WV112LA
- 1 mile Perry Hall Primary School WV113RT
New Invention Junior
Cannock Road, New Invention, Willenhall, WV12 5SA
|Inspection dates||18–19 September 2013|
|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 learn well and make good progress due |
The quality of teaching is good; the
Pupils have a good attitude to learning and
to well-planned and interesting lessons.
improvements are due to the effective
support and guidance provided by the school
enjoy learning. In the lessons they are clear
about what they have to do to succeed.
Marking is of a high quality; it clearly tells the
pupils how to improve and requires them to
respond to the teachers’ comments.
| Behaviour has improved because the teaching |
School leaders have effectively driven
is now good and the pupils value the rewards
they get for good behaviour. Procedures for
encouraging a high standard of behaviour are
used consistently by the staff.
improvements in the school, with the support
of the local authority, by regularly monitoring
progress in a clearly defined action plan.
| The most-able learners are not always fully |
Teachers do not always make the most
challenged in lessons.
effective use of teaching assistants.
| Self-evaluation does not always focus closely |
enough on the progress of different groups of
Information about this inspection
The inspectors observed 22 lessons, four of which were observed jointly with the headteacher
and deputy headteacher. Inspectors looked at pupils’ work and heard some pupils read.
Meetings were held with pupils, the Chair of the Governing Body and another member, a
representative from the local authority and other members of staff with specific responsibilities.
There were 22 responses to the online questionnaire (Parent View), and inspectors talked to
some parents at the beginning of the school day. The lead inspector also considered three
letters and one email received from parents. Inspectors also took account of 23 responses to the
The inspectors observed the school’s work and looked at a number of documents, including the
school’s data on pupils’ progress, planning and monitoring documentation and records relating to
pupils’ behaviour, attendance, safeguarding and the performance management of teachers.
|John Taylor, Lead inspector||Additional Inspector|
|Linda Rowley||Additional Inspector|
|Steve Nelson||Additional Inspector|
Information about this school
This is a larger-than-average-sized primary school.
A lower-than-average proportion of pupils are known to be eligible for the pupil premium, which
is additional funding for looked after children and pupils known to be eligible for free school
The majority of pupils are from a White British heritage, with the others coming from a range of
minority ethnic groups.
The proportion of pupils whose first language is not English is lower than in most schools.
The proportion of disabled pupils and those with special educational needs supported through
school action is below average. The proportion supported through school action plus or with a
statement of special educational needs is well below average.
About one in 20 pupils join the school after the normal admission times or leave before the end
of Year 6.
The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
What does the school need to do to improve further?
- Improve the quality of teaching to outstanding, by:
challenging and extending the most-able learners so they make even faster progress
teachers making more effective use of teaching assistants by being more specific how they are
going to be used in lessons when planning
tracking more effectively the progress of different groups of pupils.
|The achievement of pupils||is good|
- Pupils’ skills on entry to the school are above those expected for their age. Pupils make good
progress through the school due to the high proportion of good teaching. As a result, for the
past two years, pupils have left the school with standards well above the national average.
- Disabled pupils and those with special educational needs, together with all other groups, make
good progress due to close monitoring and the well-focused support from teachers and teaching
- Achievement in mathematics is slightly stronger than English due to higher quality marking and
tasks being more closely matched to the pupils’ needs.
- In both English and mathematics, Year 6 pupils benefiting from the pupil premium were six
months behind other pupils in that year group. The school has taken action to address this,
providing a range of support which reflects the school’s strong commitment to promoting
equality of opportunity. There is evidence that this has been effective at improving the pace of
learning for these pupils, and the gap is now narrowing.
- Boys’ and girls’ achievement is broadly equal, girls doing slightly better in English and boys
slightly better in mathematics.
- The work in the pupils’ books shows pupils make good progress. They are given sufficient
amount of time to practise their skills and respond to the teachers’ comments on how to improve
their own work.
- Older pupils read widely and often. They enjoy reading fiction and can draw inferences from the
stories. Some of the younger, weaker readers do not always get enough targeted support to
reinforce the skills required for reading, and to stop them falling further behind.
- The provision of well targeted support for physical education through the use of specialist
coaches is having a positive impact on the health and well-being of pupils.
- A small number of parents replied to the online survey and they were mostly positive about the
progress their children made at school; other parents spoken to were far more positive.
|The quality of teaching||is good|
- Literacy and mathematics skills are very well developed in the lessons, and used across the
- Pupils make good progress due to the variety of interesting activities, brisk pace of lessons and
teachers’ skills in adapting lessons to meet the needs of the pupils.
- Teachers make good use of questioning to check understanding, and adapt the lessons
accordingly. This results in most pupils having a good understanding of the subjects and making
- In lessons, clear success criteria make sure pupils understand the purpose of their lessons and
what they should be learning.
- Regular high quality marking, especially in mathematics, tells the pupils how to improve their
work. Marking is personalised; together with regular assessment, it is used to tell the pupils how
they can improve their work. In subjects where pupils do not respond to the teachers’
comments, progress is slower.
- Teachers have good knowledge over a wide range of subjects, which they use to answer
questions from the pupils, add extra interest to the lessons and maintain the pupils’
- Most work is of an appropriate level, but the most-able learners’ progress is sometimes hindered
because these pupils are not always sufficiently challenged and the teachers do not always have
- The school provides effective interventions at an early stage to ensure that less-able learners do
not fall further behind.
- Teaching assistants are well trained; however, in some lessons, teaching assistants are not given
clear instructions on how to lead or support pupils during the whole lesson. This results in the
progress of some pupils being hindered.
- The quality of teaching is accurately monitored by the senior teachers, and accurate feedback is
used to improve the teachers’ skills and pupils’ learning.
|The behaviour and safety of pupils||are good|
- Pupils value the rewards they can gain through good behaviour, and understand the sanctions
that can result from poor behaviour. School records show that pupils’ behaviour has improved
due to the consistent use of well understood procedures. There have been no exclusions in the
past two years.
- Pupils’ attitudes to learning are good. Pupils are willing to contribute to lessons and want to
learn. In the weaker lessons there are a small number of pupils who can become distracted from
their learning, but they do not disrupt the other pupils.
- Around the school the pupils are well behaved, courteous and respectful to adults. Pupils report
some instances of name calling. They have confidence in the teachers to deal with the very few
cases of bullying that occur.
- Of the small number of parents who completed the online survey, a sizeable proportion had a
negative impression of the pupils’ behaviour and how effectively the school deals with bullying.
However, the parents who the inspectors spoke to, and the staff, were more positive about
- The school has effective procedures for following up pupil absences and has taken robust action
in some cases. This has resulted in attendance improving in recent years. However, there was a
decline last year, partly due to the school remaining open during inclement weather.
- Pupils have a good understanding of how to keep safe. They have had visits from the police, fire
brigade and other agencies to tell them how to avoid dangers outside school. They have a basic
understanding of how to keep safe when using the internet.
|The leadership and management||are good|
- There is good evidence that the school, now led by the newly appointed headteacher, has strong
capacity to improve. The school has successfully addressed the issues from the last inspection
report and has shown clear evidence of further improvements, based on accurate lesson
- The development plan is based upon accurate self-evaluation. It is clear about the priorities for
the school, including when and how they should be achieved. It also shows that progress has
been regularly monitored and clearly evidenced. However, it is not sufficiently detailed in its
analysis of the progress of different groups of pupils to ensure resources are deployed most
efficient and effectively.
- Middle leaders are effective at leading their areas; they are aware of the actions needed to bring
about improvements. They monitor the quality of teaching well and ensure the consistency of
assessment so that the school is confident in the accuracy of its tracking of individual pupils’
- There is a robust system for managing teachers’ performance. Setting targets for teachers, to
improve their work, has been clearly linked to improving their teaching and the pupils’ learning.
Appropriate training is used so teachers develop their teaching skills. There is evidence that
underperformance has been tackled and this has resulted in an improvement in the quality of
teaching. Leaders are aware of the need to link teachers’ performance to their salaries.
- Good systems are in place to support newly qualified teachers and ensure they quickly become
familiar with the school’s policies and know how to improve their teaching so they quickly
become effective teachers.
- The local authority has provided good monitoring and support to the school, which has helped
the school address key areas for development and improve the pupils’ progress.
- The curriculum is broad and balanced; it has been adapted to address the needs of the pupils,
by establishing an additional class in Year 3 to support transition from the infant school. In the
mornings, pupils go into the classrooms before the start of lessons and quietly start to work
under the supervision of the teachers. This creates a calm start to the day and positive learning
behaviours for the first lesson.
- Partnerships are well used to develop ‘Wow’ projects to start each term. The whole school work
on a single topic for the first two weeks enthuses, engages and motivates the pupils.
- The primary school sports funding is used well to hire specialist sports coaches who run sessions
before, during and after the school day. The aim of this is to increase the number of pupils’
taking part in competitive games with other schools and increasing the health and well-being of
- Staff are very positive about how well the school is led and managed. They have a more positive
view than the small number of parents who completed the online questionnaire.
- Safeguarding is robust and meets statutory requirements, and evidence shows previous
incidents have been dealt with swiftly and effectively.
- The governance of the school:
The governors have a good knowledge of the school’s strengths and weaknesses. They are
well informed about the pupils’ levels of attainment and progress, and check things out for
themselves during school visits. They have an accurate view of the quality of teaching; they
are aware that underperformance has been addressed and know that teachers’ performance
must be linked to their salaries. They closely monitor the school’s finances and have a clear
picture of the school’s financial situation. They are aware of how the pupil premium funding
has been used and are starting to gather more information about its impact on the progress
these pupils make. The governors are already challenging the school’s new leaders to ensure
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||104192|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||336|
|Appropriate authority||The governing body|
|Date of previous school inspection||8−9 November 2011|
|Telephone number||01922 710376|
|Fax number||01922 491091|