School etc

Park Hill Primary School

Park Hill Primary School
Alcester Road
West Midlands

phone: 0121 4493004

headteacher: Mrs Kalsom Khan

reveal email: h…

school holidays: via Birmingham council

554 pupils aged 3—10y mixed gender
630 pupils capacity: 88% full

295 boys 53%


260 girls 47%


Last updated: July 30, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 407712, Northing: 283660
GPS coordinates
Latitude: 52.451, Longitude: -1.888
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Oct. 30, 2012
Region › Const. › Ward
West Midlands › Birmingham, Hall Green › Moseley and Kings Heath
Urban > 10k - less sparse
Free school meals %

rooms to rent in Birmingham

Schools nearby

  1. 0.3 miles Tindal Junior and Infant School B129QS
  2. 0.3 miles St Martin de Porres Catholic Primary School B139DN (201 pupils)
  3. 0.3 miles St John and Monica Catholic Primary School B138DW (212 pupils)
  4. 0.3 miles Birmingham Rathbone School of LE B129QP
  5. 0.3 miles ARK Tindal Primary Academy B129QS (439 pupils)
  6. 0.4 miles Woodstock Girls' School B139BB (83 pupils)
  7. 0.4 miles Al-Hira School B128SR
  8. 0.4 miles Moseley Women Academy B129RG
  9. 0.4 miles Sz School B128SX
  10. 0.5 miles Jakeman Nursery School B129NX (83 pupils)
  11. 0.5 miles Anderton Park Primary School B128BL (707 pupils)
  12. 0.5 miles King David Junior and Infant School B138EY (246 pupils)
  13. 0.5 miles St Paul's Community School B128NJ
  14. 0.5 miles St Paul's Community Foundation School B128NJ
  15. 0.5 miles St Paul's B128NJ (53 pupils)
  16. 0.5 miles Hazelwood School (BIETTEC) B128JY
  17. 0.5 miles Redstone Educational Academy B129AN (158 pupils)
  18. 0.6 miles Clifton Junior School B128LY
  19. 0.6 miles Clifton Infant School B128NX
  20. 0.6 miles Moseley Church of England Primary School B139EH (206 pupils)
  21. 0.6 miles National Institute for Conductive Education B138RD (19 pupils)
  22. 0.6 miles Clifton Primary School B128LY (806 pupils)
  23. 0.7 miles Heath Mount Primary School B129ST (420 pupils)
  24. 0.7 miles Nelson Mandela School B128EH (494 pupils)

List of schools in Birmingham

School report

Park Hill Primary School

Alcester Road, Birmingham, B13 8BB

Inspection dates 30–31 October 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 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

From starting points in the Nursery which are
Pupils who require additional support, are
Teaching and learning across the school is
well below those expected for their age,
pupils make good progress so that by the
time they are ready to leave the school in
Year 6 they are working at levels close to the
national average.
disabled or have special educational needs,
receive very good one-to-one teaching or
other means of support so that they can
achieve well and catch up with their peers.
good and some is outstanding. Teachers
know the pupils well and have excellent
working relationships with the pupils so that
they are keen to do their very best.
Pupils feel safe in school and say that adults
The governing body and the school’s senior

take good care of them. Behaviour is good and
sometimes excellent in lessons and there is a
strong learning atmosphere in all lessons.
leaders have a good understanding of the
school’s strengths and areas for development.
They have acted quickly to improve the school
since its last inspection and have the drive and
ambition to continue to make it better.
Attainment at the end of Key Stage 1 is not
Teaching is not as good as it is in Key Stage 2
as high as it is at the end of Key Stage 2.
Pupils are not always encourage to do as well
as they are capable of.
and in the Early Years Foundation Stage
where it contributes to the much better
progress made by these pupils.
Pupils’ behaviour on the playground,
particularly at lunchtime, is not always as good
as that in lessons and can lead to accidents
that are preventable.
Inspection report: Park Hill Primary School, 30–31 October 2012 2 of 9

Information about this inspection

  • Inspectors visited 37 lessons or parts of lessons. Two of these were jointly observed with the
  • Inspectors heard pupils read and looked at samples of pupils’ work.
  • Inspectors examined the 11 responses on Parent View; the government’s website for parents’
    and carers’ views of schools, read letters addressed to them directly, examined the results of the
    school’s most recent survey of parent and carer opinion, and took into account the outcomes of
    a staff survey.
  • A discussion was held with a member of the local authority’s advisory staff.
  • Two formal discussions were held with pupils.
  • Inspectors examined progress data and other school documentation, including safeguarding
  • The lead inspector held a discussion with two members of the governing body
  • Inspectors held discussions with parents and carers of pupils at the school and with members of
    the school staff.

Inspection team

Tim McLoughlin, Lead inspector Additional Inspector
Suha Ahmad Additional Inspector
Enid Korn Additional Inspector
Inspection report: Park Hill Primary School, 30–31 October 2012 3 of 9

Full report

Information about this school

  • This is a three-form entry primary school with eighteen classes. It is much larger than the
    average-sized primary school. Pupil numbers are growing from two to three classes per year.
  • Children begin the Nursery the term after their third birthday for either the morning or afternoon
    session. The percentage of children transferring from the Nursery to the Reception class varies
    from year to year. Children begin the Reception class in the September before their fifth
  • The proportion of pupils at school action is greater than the national average while those at
    school action plus or with a statement of special educational needs are broadly similar to the
    national average.
  • The proportion of the pupils from ethnic minority groups is well above the national average.
  • The proportion of pupils who join or leave the school at times other than the usual ones is in line
    with that experienced nationally.
  • The school meets the government’s current floor standards, which set minimum expectations for
    pupils’ attainment and progress.
  • A higher proportion of pupils than nationally, approaching a third, are entitled to the pupil
    premium, which is the extra government funding for pupils who are entitled to free school meals
    and for pupils looked after by the local authority.

What does the school need to do to improve further?

  • Ensure that rates of progress and levels of attainment in reading, writing and mathematics made
    in the past two years are improved still further by:
    ensuring that teaching demands more of all groups of pupils consistently in all parts of lessons
    so that more outstanding teaching in seen in all key stages
    sharpening school improvement planning by identifying clear and measurable targets to
    accurately assess the success of actions to increase rates of progress
    developing the role of middle leaders so that they are held to account for the achievements of
    pupils in subjects areas they are responsible for
    raising attainment at the end of Key Stage 1 to at least average in reading, writing and
    mathematics by increasing the pace of teaching and clarity of learning
    create more opportunities to celebrate cultural diversity across the curriculum
    improve the quality of homework so that it builds successfully on what pupils learn in school.
  • Improve lunchtime behaviour so that pupils really enjoy this part of the school day and it sets
    them up well for excellent learning in the afternoon sessions by:
    improving playground equipment so that pupils have better access to playground activities so
    that play at every lunchtime playtime session is a positive experience for all pupils
    providing suitable training and support for all lunchtime supervisors in order that they can be
    fully effective in discharging their roles
    developing the role of learning mentors and playground leaders to support the pupils in their
Inspection report: Park Hill Primary School, 30–31 October 2012 4 of 9

Inspection judgements

The achievement of pupils is good
  • Children make good progress in the welcoming and stimulating Early Years Foundation Stage.
    From entry points which are well below those expected, they make rapid progress and enter
    Year 1 at standards below those expected. By the end of Key Stage 1, pupils leave with
    standards below the national average though rising. The best progress is made in Key Stage 2
    because teachers know their pupils very well, create a positive climate for learning and build on
    skills previously taught.
  • Pupils enjoy reading and many read widely and often. Younger pupils make a good start with
    their reading skills due to the good teaching of the sounds that letters make (phonics). The
    school is starting to build on this good start and expanding its stock of Key Stage 1 reading
    books to better challenge pupils and more closely involve parents and carers in supporting their
    children’s progress at home. Pupils do not all make good progress with their reading in Key
    Stage 1 and so as a result do not all achieve the standard expected by the time they reach the
    end of Year 2. Pupils go on to make good progress in Key Stage 2 and attain standards in line
    with the national average by the time they reach Year 6.
  • Pupils achieve well across the curriculum because teachers have a good knowledge of their
    pupils and ensure that they have accurately taken into account pupils’ previous learning into
    each lesson. For instance, in an outstanding mathematics lesson in Year 6 the teacher built on
    work covered from the previous lesson that tapped into pupils’ keenness to pursue, complete
    and take a real pride in their work. This in turn creates an enthusiasm for learning that is typical
    of much of the school’s work.
  • Groups of pupils, including those supported by the pupil premium and those who are disabled or
    have special educational needs, make similarly good progress as their peers. Pupils receive
    tailored support both in class and through additional provision. For example Key Stage 2 pupils
    receive specific coaching from a specialist mathematics teacher at a level that effectively meets
    their needs.
  • Pupils’ social, moral, cultural and spiritual development is a very strong feature of the school
    with a real strength being the opportunities for pupils to reflect on aspects of spirituality within
    lessons themselves. This was seen in a very powerful lesson in Year 3 when children explored
    how it feels to respond to strong emotions such as anger.
The quality of teaching is good
  • As a result of the school’s use of training and coaching, the quality of teaching has improved
    markedly since the last inspection and its impact over time is now good. There are now
    examples of outstanding practice in the school, predominantly in Key Stage 2.
  • Provision in the Early Years Foundation Stage is good and staff are careful to ensure that each
    group of children receives the right level of support for their learning. In the Reception classes,
    there is a good balance between learning led by adults and activities that the children choose for
    themselves. This is enabling them to make good progress in all areas of their learning. There are
    now more effective links from the Reception class into Year 1 so that children can continue to
    make progress.
  • Most teachers have high expectations of their pupils. They plan interesting activities which meet
    the needs of most pupils of all abilities and are very successful in engaging them in learning.
    Teachers are generally very effective in asking questions that build on pupils’ own knowledge
    and lead them on to the next level. A good example of this is in a Year 5 mathematics lesson
    where the teacher and pupils discussed the differences between bar-line graphs and bar graphs,
    and when one type is suitable and the other not. Teaching at Key Stage 1 does not always have
    sufficient pace or clear purpose for all pupils to make good progress.
Inspection report: Park Hill Primary School, 30–31 October 2012 5 of 9
  • Teachers’ marking of work in school is good. It provides clear feedback on how to improve their
    work. Homework makes a limited contribution to learning because it is not always completed to
    a high standard by the pupils and nor is it well marked.
  • Reading is taught well throughout the school and children in the Early Years Foundation Stage
    get off to a strong start in learning about the sounds that letters make. The school’s curriculum
    has been focused on developing literacy skills in English, though other subjects are taught in a
    creative way that makes sense to the pupils.
  • Pupils who are disabled or who have special educational needs are taught well through an
    effective mix of individual and class support, where appropriate. Adults who work closely with
    these pupils often make an important contribution to their learning so that they make good and
    sometimes outstanding progress.
The behaviour and safety of pupils are good
  • Children in the Early Years Foundation Stage play and work well, showing high levels of
    maturity, self-regulation and cooperation. They are keen to take on helpful jobs around the
    classes such as putting things away and helping their friends when they are in difficulty.
  • Around the school pupils are well behaved. Pupils said that behaviour is usually like this and set
    high standards for one another. Pupils are very proud of their school and school councillors are
    diligent in their duties. The school works hard with the small number of pupils who have
    emotional problems to help them to improve their behaviour.
  • Attendance has improved significantly since the last inspection and is now average. The school
    has been successful in convincing parents and carers that regular attendance is important to
    support progress. Punctuality has also improved.
  • Pupils feel safe in school, and say that there is very little bullying and that behaviour over time is
    typically good. Pupils are aware of the different types of bullying, including cyber bullying. A very
    small number of parents expressed concerns about the school’s response to bullying but
    inspectors found that suitable steps are taken to deal with issues.
  • Pupils take their responsibilities as playground leaders very seriously and pupils say that this is
    helping to calm down what can be rather boisterous play on the school’s playground. The
    outside space is not large and the school’s leaders are aware of the need to make better use of
    this time and the equipment available, particularly at lunchtime.
The leadership and management are good
  • The hard-working headteacher is determined that all staff and pupils will achieve their very best.
    As a result of the senior leaders’ improved monitoring of teaching and holding teachers directly
    to account for the performance of pupils, teaching has improved markedly since the last
    inspection. The school continues to provide good care and support for its pupils but there is now
    much greater rigour and determination for pupils to succeed.
Inspection report: Park Hill Primary School, 30–31 October 2012 6 of 9
  • Most groups of learners make good progress. The tracking of pupil progress is well established
    and enables senior leaders to hold teachers to account for the progress pupils make in their
    classes. This system also identifies those pupils who may be at risk of underachieving at a much
    earlier stage securing effective additional support, where necessary. This work has been done
    predominantly by senior leaders. Middle leaders do not yet take a sufficiently active role in
    supporting teaching and learning.
  • School self-evaluation is accurate and leaders focus on the correct areas in order to raise
    standards in English and mathematics. The good progress pupils make in these subjects reflects
    a strong capacity to continue to improve. However, the school development plan is too long and
    lacks precision. The success of improvements made cannot easily be tracked.
  • The school’s curriculum is well organised and helps to promote good behaviour and attitudes to
    safety, including the responsible use of the internet. The school successfully promotes pupils’
    social, moral, spiritual and cultural development through its strong culture of ambition and
    responsibility for all its pupils. However, the multicultural nature of the school is neither
    sufficiently celebrated nor woven through the curriculum.
  • Responses to the online survey show that the school works well with parents. A number of
    parents and carers specifically mentioned the headteacher’s professional approach in driving
    forward the school.
  • The local authority has made an appropriate contribution to the school’s improvement through
    its support for data analysis.
  • All statutory procedures for the safeguarding of children and the vetting of staff are fully in place
    and reviewed regularly.
  • The governance of the school:
    The governing body is strength of the school. It has a good working knowledge of the quality
    of teaching because the headteacher keeps them well-informed and they engage in a
    programme of visits to the school. Governors are actively involved in the performance
    management of teaching staff and have a good understanding of how this relates to salary
    progression. The governors ensure efficient management of school resources. They
    understand how well the pupil premium is being used to close the attainment gap and make
    the most difference for these pupils. The governing body is very supportive of the school, is
    well trained and brings a diverse range of skills and experience to enable it to fulfil its strategic
    role effectively. Governors have a good insight into standards achieved by the school and how
    the pupils are performing compared to other pupils nationally.
Inspection report: Park Hill Primary School, 30–31 October 2012 7 of 9

What inspection judgements mean


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
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.

Inspection report: Park Hill Primary School, 30–31 October 2012 8 of 9

School details

Unique reference number 103241
Local authority Birmingham
Inspection number 404862

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 3–11
Gender of pupils Mixed
Number of pupils on the school roll 530
Appropriate authority The governing body
Chair Mike Midgley
Headteacher Kalsom Khan
Date of previous school inspection 17 January 2011
Telephone number 0121 449 3004
Fax number 0121 449 7592
Email address reveal email: enqu…


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