Park Hill Primary School
Headteacher: Mrs Kalsom Khan
reveal email address
School holidays for Park Hill Primary School via Birmingham council
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 %
- 0.3 miles Tindal Junior and Infant School B129QS
- 0.3 miles St Martin de Porres Catholic Primary School B139DN (201 pupils)
- 0.3 miles St John and Monica Catholic Primary School B138DW (212 pupils)
- 0.3 miles Birmingham Rathbone School of LE B129QP
- 0.3 miles ARK Tindal Primary Academy B129QS (439 pupils)
- 0.4 miles Woodstock Girls' School B139BB (83 pupils)
- 0.4 miles Al-Hira School B128SR
- 0.4 miles Moseley Women Academy B129RG
- 0.4 miles Sz School B128SX
- 0.5 miles Jakeman Nursery School B129NX (83 pupils)
- 0.5 miles Anderton Park Primary School B128BL (707 pupils)
- 0.5 miles King David Junior and Infant School B138EY (246 pupils)
- 0.5 miles St Paul's Community School B128NJ
- 0.5 miles St Paul's Community Foundation School B128NJ
- 0.5 miles St Paul's B128NJ (53 pupils)
- 0.5 miles Hazelwood School (BIETTEC) B128JY
- 0.5 miles Redstone Educational Academy B129AN (158 pupils)
- 0.6 miles Clifton Junior School B128LY
- 0.6 miles Clifton Infant School B128NX
- 0.6 miles Moseley Church of England Primary School B139EH (206 pupils)
- 0.6 miles National Institute for Conductive Education B138RD (19 pupils)
- 0.6 miles Clifton Primary School B128LY (806 pupils)
- 0.7 miles Heath Mount Primary School B129ST (420 pupils)
- 0.7 miles Nelson Mandela School B128EH (494 pupils)
Ofsted report transcript
Park Hill Primary School
Alcester Road, Birmingham, B13 8BB
|Inspection dates||30–31 October 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
| 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
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.
|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|
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
- 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|
|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
- 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
- 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 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|
|Unique reference number||103241|
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||530|
|Appropriate authority||The governing body|
|Date of previous school inspection||17 January 2011|
|Telephone number||0121 449 3004|
|Fax number||0121 449 7592|