Osborne Primary School
phone: 0121 4643346
headteacher: Mrs Michelle Gay
210 pupils capacity: 98% full
100 boys 49%
105 girls 51%
Last updated: July 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 411130, Northing: 292159
- GPS coordinates
- Latitude: 52.527, Longitude: -1.8374
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- May 20, 2014
- Region › Const. › Ward
- West Midlands › Birmingham, Erdington › Erdington
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- Osborne Nursery School B236UB (105 pupils)
- 0.2 miles The Abbey RC Junior and Infant School B236QL (411 pupils)
- 0.2 miles Highclare School B236QL (650 pupils)
- 0.4 miles St Edmund Campion Catholic School & Sixth Form Centre B235XA (1052 pupils)
- 0.4 miles Inspirations Independent School B235XA
- 0.5 miles Featherstone Primary School B236PR (247 pupils)
- 0.5 miles Saint Barnabas Church of England Primary School B249BY (257 pupils)
- 0.5 miles Underwood School B235UL
- 0.6 miles Yenton Junior School B240ED
- 0.6 miles Yenton Infant School B240ED
- 0.6 miles Yenton Primary School B240ED (380 pupils)
- 0.6 miles Pathway to Success at Kingsbury Training B236AG (6 pupils)
- 0.7 miles Featherstone Nursery School B236AU (97 pupils)
- 0.7 miles Queensbury School B248BL (245 pupils)
- 0.8 miles Birches Green Junior School B249SR (220 pupils)
- 0.8 miles Birches Green Infant School B249SR (249 pupils)
- 0.8 miles Court Farm Primary School B235NS (187 pupils)
- 0.8 miles Wylde Green Primary School B735JL (420 pupils)
- 0.8 miles St Peter and St Paul RC Junior and Infant School B249ND (209 pupils)
- 0.8 miles Jaffray School B236AB
- 0.8 miles Glenthorne Centre B249SA
- 0.8 miles Virtual College B236AB
- 0.9 miles Paget Primary School B240JP (317 pupils)
- 0.9 miles St Mary and St John Junior and Infant School B237NB (447 pupils)
Osborne Primary School
Station Road, Erdington, Birmingham, B23 6UB
|Inspection dates||20–21 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||Outstanding||1|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The headteacher, supported by senior and |
Leaders and managers of particular subjects
Pupils work hard and achieve well because
Standards are now at the national average in
other managers has driven through dramatic
improvements in teaching and learning since
the previous inspection. As a result, teaching
and learning are consistently good or better.
or areas of responsibility fulfil their roles very
effectively. They all understand the part they
have to play in improving the school. The
management of the performance of staff is
they are eager to succeed.
Year 2 and had already nudged above the
national average in Year 6 by the first half of
| A major factor in the huge improvement to |
Staff have risen well to the high expectations
Behaviour is good. Pupils feel safe in school
Governors hold the school to account well.
Attendance has improved significantly. It is
pupils’ achievement at this school is the focus
on teaching a wider range of vocabulary and
helping them to understand and use it.
the school leadership has of them. They, in
turn, have high expectations of their pupils.
and feel valued and listened to. They are
justifiably proud of their achievements.
Many are new but they have quickly got to
grips with what is expected of them and they
make good use of training to help them fulfil
their roles well.
now above average. This, too, has helped to
increase pupils’ progress.
| The teaching of letters and sounds (phonics) |
and spelling throughout Key Stage 2 is not
matched well enough to pupils’ different
Information about this inspection
- Inspectors visited 24 lessons. The headteacher and deputy headteacher joined them in four
observations of teaching and learning.
- Inspectors observed play and lunchtimes and visited the breakfast club. They also held
discussions with pupils, governors, staff and a representative of the local authority.
- Inspectors took account of the 29 responses to the online questionnaire (Parent View) and also
gained parents’ views by speaking to some parents as they brought their children to school.
- Responses from the 29 questionnaires for staff were considered.
- A wide range of documents was scrutinised, including information about pupils’ progress and
attendance, the school improvement plan, the school’s self-evaluation document, and records
and policies about safeguarding and the quality of teaching.
- Inspectors examined the work in pupils’ books, and sampled guided reading sessions and
sessions where pupils were learning phonics (the sounds that letters make). They also listened
to some pupils read.
|Doris Bell, Lead inspector||Additional Inspector|
|Mary Arnold||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school. It has its own breakfast club.
- The proportion of pupils from minority ethnic backgrounds, and of those who speak English as
an additional language, are well above average.
- The proportion of pupils eligible for the pupil premium funding is well above average. The
funding is for pupils known to be eligible for free school meals and those in the care of the local
- The proportion of disabled pupils who are supported at school action is above average, as is the
proportion supported at school action plus or with a statement of special educational need.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- There have been several changes of staff in Reception and Key Stage 1 since the previous
What does the school need to do to improve further?
- Raise achievement further by ensuring that work is matched to pupils’ different ability levels,
especially for the more-able, when teaching phonics and spelling in Key Stage 2.
|The achievement of pupils||is good|
- Instability in staffing in Reception and Key Stage 1 has, until relatively recently, hindered
progress in these two age groups. However, progress is now good in both. The upward trend in
attainment at Key Stage 2 is also gaining momentum. From their low starting points, pupils
- Children start Reception with skills that are well below those expected for their age. They end
the Reception Year closer to, although still below, where they should be. They very much enjoy
school, readily participate in the imaginative activities prepared for them and are proud to show
how well they are learning to read, write and count.
- In phonics, pupils in Year 1 are achieving well ahead of where Year 1 pupils were at the same
time last year, when the results of the phonics screening check were well below average. Pupils
listen carefully, learn to say sounds clearly and use their knowledge to spell words correctly.
- The downward trend in attainment in Year 2 has been halted. The work in pupils’ books is at a
much higher standard than it has been at this stage in previous years. Currently, standards are
at the national average in reading, writing and mathematics in this age group. The work of
pupils in Year 1 shows higher standards there too.
- The upward trend in attainment in Year 6 is continuing. Last year, attainment was broadly
average in writing and mathematics, but below average in reading. Much work has been done to
improve reading, resulting in all three areas nudging above the average expected for the end of
Year 6 by half way through this term. Greater proportions of pupils are working at the higher
levels than in the past and pupils are proud of their achievements.
- Pupils throughout the school enjoy reading. The extension of phonics work into Key Stage 2 is
helping pupils to catch up on learning they had missed in Key Stage 1. However, the work
provided for them is not always pitched at the right level for pupils’ abilities, resulting in more-
able pupils, in particular, not being moved on quickly enough. In all other respects, pupils are
pushed hard towards achieving as well as they possibly can.
- The focus on developing pupils’ vocabulary in every subject, and giving them a say in what
themes they will study, is helping them to write better. Pupils in Year 6 last year reached the
national average in the first national grammar, punctuation and spelling tests. Pupils currently in
the school continue to use these skills well in English and in other subjects.
- Well thought-out practical activities, often linking mathematics to everyday life, are ensuring
good progress in learning mathematics. For example, pupils in Year 6 carried their mathematical
learning through a range of subjects as they designed a theme park and learned the importance
of staying within budget.
- Disabled pupils and those who have special needs make good progress. Well-briefed, well-
trained support staff assist these pupils. The support provided for pupils often includes pre-
learning of vocabulary so that pupils can take a full part in class lessons. This also helps pupils
who speak English as an additional language, who also make good progress.
- Pupils eligible for the pupil premium were one term behind other pupils in reading last year, just
under two terms behind in writing, but nearly three terms behind in mathematics. Data held by
the school shows that these gaps have reduced this year and are now narrower than those
found nationally. Overall, these pupils make good progress.
- All pupils are benefiting from the additional sports and exercise activities now available to them.
They participate well, enjoy competitive sport, and are particularly enthusiastic about the new
equipment to help them keep fit at break and lunchtime, on which they were consulted.
|The quality of teaching||is good|
- The focus on teaching vocabulary has been one of the keys to improving the achievement of all
pupils, including those who speak English as an additional language. Teachers check and double-
check pupils’ understanding, and create an environment where pupils are confident to ask for
further explanation if they need it.
- Staff successfully teach pupils to listen carefully and speak clearly. Their insistence on correct
pronunciation particularly helps with improving reading and spelling. Speaking and listening
skills, and pupils’ development of reading, writing and mathematics are all taught well.
- Phonics are taught exceptionally well in Reception and Key Stage 1. For example, pupils in Years
1 and 2 were observed being skilfully taught to read words that included some complex
combinations of consonants and vowels, and they rose to the challenge of writing out the words
they were reading. Careful listening helped them to succeed.
- Staff know and respond well to their pupils’ needs. They use what they know about pupils’
previous learning to plan new work that is almost always suitably challenging. Imaginative
approaches, often linked to real life, motivate pupils and allow them to pursue some of their own
- Teachers use their good subject knowledge to probe pupils’ knowledge and understanding with
well-targeted questioning that draws pupils of all abilities into lessons. Thus, pupils learn to think
more deeply for themselves, and take their own learning further.
- Marking is consistently good throughout the school. Pupils know what they need to do to
improve and understand the part marking plays in this. They also learn to assess and mark their
own and each other’s work.
- Support staff make a valuable contribution to pupils’ learning. Teachers use them well to support
different groups at different times, in or out of class, depending on need. All staff use
information and communication technology well to help pupils learn.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Staff, parents and pupils spoken to during the inspection all
agree. The school works very closely with parents on improving behaviour and attendance. As a
result, exclusions, behavioural and other incidents, although not entirely eradicated, have
- Pupils enjoy learning and very much appreciate what the staff do for them. When asked what
the best thing about school was, they very quickly replied ‘the teachers’. They recognise the
improvement in the school and their involvement in it, and they are learning to do their best at
- Teaching and support staff know the pupils well. They teach them to take pride in themselves
and present their work well, as well as helping them to overcome any other problems that might
affect their ability to learn.
- The school’s work to keep pupils safe and secure is good. Pupils know about bullying and the
different forms it can take. They say that bullying only happens occasionally and that staff
always sort it quickly. Pupils praise the improved behaviour in the playground, brought about by
the wider range of sporting and other activities introduced to promote health and well-being.
- The school strongly impresses on pupils and their parents the need to use all forms of
technology safely, including mobile networks and social networking sites. Using different
technologies is a natural way of learning for the pupils and they understand the dangers that
could arise from any misuse.
- Pupils are keen to take responsibility. Older pupils help younger ones at play and lunchtimes.
Pupils also help others with reading, and they enjoy taking on additional responsibilities as
school councillors to seek and act on the views of others. Pupils are proud of the part they play
in helping to improve their school.
- The breakfast club provides a good start to the day for many pupils, and together with well-
organised play and lunchtimes, these activities develop pupils’ social skills well.
|The leadership and management||are outstanding|
- As governors, rightly, put it, ‘The children are at the heart of everything this school does.’
Leaders have used the recommendations from the previous inspection and subsequent
monitoring very well to drive rapid improvement in Key Stage 2 and, as staffing has stabilised, in
Reception and Key Stage 1 also.
- The headteacher ensures that senior leaders keep the whole school focused on raising overall
achievement further, while leaders at different levels concentrate on doing the same in their
particular subjects or areas of responsibility. All leaders are very clear about their roles and
responsibilities and all are involved in the rigorous checks made on teaching and learning.
- Staff understand how the objectives set through managing their performance lead to whole-
school improvement and come from the school’s accurate self-evaluation. Areas for improvement
are followed up meticulously with appropriate support and training. This has contributed to the
notable improvements in the quality of teaching since the last inspection.
- The school improvement and other action plans contain a range of measurable milestones that
help leaders and staff gauge how well their actions are improving pupils’ achievement and
teaching. Regular monitoring and changes to the way different subjects are taught have made
writing more exciting for pupils because they understand why they are doing it, and so they
want to write. Mathematics is also promoted well in different subjects.
- The provision for disabled pupils and those who have special educational needs is led and
managed well as is the provision for pupils who speak English as an additional language.
Leadership and management are also good in the Early Years Foundation Stage.
- The school promotes equality of opportunity well by ensuring that every pupil has the option to
join in everything on offer. It works hard to eliminate all forms of stereotyping and
- The provision for pupils’ personal development and their spiritual, moral and social development
is good. Following the staff’s example, pupils are reflective and caring, and learn to celebrate
and respect each other’s differences.
- The sports funding for primary schools has been used effectively to provide sports coaching and
lunchtime activities across the school, to help staff improve the teaching of physical education,
and to provide a much wider range of sporting activities.
- The range of extra-curricular sporting and other clubs is good and pupils’ learning is extended by
visits and visitors. Activities are well planned and are usually linked to interesting and varied
themes for pupils to study.
- The local authority has provided an appropriate level of support for this rapidly improving school.
Confident in the school’s own ability to broker its own support, it is now keeping an overall eye
on the school rather than supporting it directly.
- Safeguarding procedures, including for child protection, meet the government’s current
requirements. All training is up to date and the school is vigilant in helping pupils and, where
necessary, their families, to help pupils to learn well.
- The governance of the school:
Governors know the school well and play a key role in challenging it to do even better. Several
new governors have taken up post recently. They have quickly learned what is expected of
them. Governors make good use of training opportunities to sharpen their skills. They are
passionate about doing what is right for the pupils. They understand data about pupils’
performance, question the school about it, and meet with staff and pupils to gather
information at first hand.
The governing body ensures that reviews of the performance of teaching and support staff are
carried out and that pay rewards are linked to improvement in pupils’ progress. They support
the headteacher in making decisions about staffing and manage finances well. They know how
the pupil premium grant and the primary schools sports funding are being spent and talk
knowledgably about their impact on pupils’ learning and personal development.
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||103363|
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||199|
|Appropriate authority||The local authority|
|Date of previous school inspection||12 September 2013|
|Telephone number||0121 464 3346|
|Fax number||0121 464 5793|