Pedmore CE Primary School
phone: 01384 818955
headteacher: Mr David Dunn
210 pupils capacity: 106% full
110 boys 49%
115 girls 52%
Last updated: June 18, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Church of England
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 391026, Northing: 282178
- GPS coordinates
- Latitude: 52.437, Longitude: -2.1334
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- April 25, 2007
- Diocese of Worcester
- Region › Const. › Ward
- West Midlands › Stourbridge › Pedmore and Stourbridge East
- Urban > 10k - less sparse
- Free school meals %
- 0.5 miles Ham Dingle Primary School DY90UN (376 pupils)
- 0.7 miles Oldswinford CofE Primary School DY82JQ (416 pupils)
- 0.8 miles Hob Green Primary School DY99EX (275 pupils)
- 0.8 miles St Joseph's RC Primary School DY82DT (202 pupils)
- 0.8 miles Elmfield Rudolf Steiner School Limited DY82EA (227 pupils)
- 0.8 miles St Joseph's RC Primary School DY82DT (202 pupils)
- 0.9 miles Pedmore Technology College and Community School DY97HS (563 pupils)
- 1 mile Old Swinford Hospital DY81QX (632 pupils)
- 1 mile Stourbridge College DY81QU
- 1 mile Black Country Wheels DY97ND (19 pupils)
- 1.1 mile Hagley Primary School DY90NS (630 pupils)
- 1.1 mile Haybridge High School and Sixth Form DY82XS
- 1.1 mile Hagley Middle School DY90NS
- 1.1 mile Barnardo's Wheels DY97ND
- 1.1 mile Haybridge High School and Sixth Form DY82XS (1176 pupils)
- 1.2 mile Redhill School and Specialist Language College DY81JX
- 1.2 mile Hagley Catholic High School DY82XL (1072 pupils)
- 1.2 mile Redhill School and Specialist Language College DY81JX (1177 pupils)
- 1.2 mile Hagley Catholic High School DY82XL (1072 pupils)
- 1.3 mile Greenfield Primary School DY81AL (281 pupils)
- 1.3 mile Rufford Primary School DY97NR (245 pupils)
- 1.4 mile Elton House School DY97BU
- 1.5 mile Gig Mill Primary School DY83HL (545 pupils)
- 1.6 mile Wollescote Primary School DY98YA (441 pupils)
Pedmore CE Primary School
Hagley Road, Pedmore, Stourbridge, DY9 0RH
|Inspection dates||4–5 June 2015|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| The school is led and managed well. The |
Standards in reading, writing and mathematics at
Pupils make good progress and achieve well in a
Teaching is never less than good and is
There is very effective teaching, particularly of
headteacher leads the school effectively with good
support and challenge from the governing body.
the end of Years 2 and 6 are well above national
wide range of subjects, including reading, writing
and mathematics. They are very well prepared for
the next stage of their education.
phonics, in the early years.
| Leaders at all levels have an accurate view of the |
The great majority of pupils behave very well
Attendance is above the national average and no
Pupils’ very good spiritual, moral, social and cultural
school’s strengths and have maintained and
improved the school’s existing strengths in teaching
and learning. Middle leaders have a good
knowledge of how pupils are progressing in their
areas of responsibility.
around school and in lessons. The school ensures
they are completely safe at all times.
pupil has been excluded in recent years.
development is a strength of the school. Pupils’
enthusiasm for learning is supported through a
wide range of interesting topics.
| Teachers do not provide enough opportunities for |
In lessons, teachers do not always use their
pupils to write extensively outside literacy lessons
themselves. Consequently, not all pupils are
consistently able to reach the highest possible
standards in all their written work.
knowledge of what pupils already know when
planning lessons, or adapt tasks quickly if they are
too easy or too difficult for pupils.
| The resources and environment in the early years |
Some parents would like more information about
outdoor area are limited, and this reduces the
effectiveness of the activities teachers can provide
in this area.
the effectiveness of the school’s actions to support
their child’s learning and how it intends to respond
to any concerns they might have.
Information about this inspection
- Inspectors observed learning in 15 lessons or part lessons, three of which were observed jointly with the
headteacher. Inspectors also visited an act of worship, some small group teaching sessions and listened to
- Inspectors examined work in a sample of pupils’ books to assess their progress and attainment.
- Meetings were held with groups of pupils, members of the governing body and a representative from the
local authority. An inspector also had a telephone conversation with the local leader of education (LLE).
- Inspectors took account of the 82 responses to the online parent questionnaire, Parent View, and to the
responses to the school’s own version. They also spoke to parents at the start and end of the school day.
Inspectors took account of the 21 responses to the staff survey.
- Inspectors took account of the school’s work and examined a range of documents. These included the
school’s information on pupils’ current progress and standards, checks on the quality of teaching,
evaluations of the school’s performance and the curriculum. Inspectors also examined documents relating
to child protection, safeguarding, attendance and behaviour.
|Sarah Somers, Lead inspector||Additional Inspector|
|Catherine Beeks||Additional Inspector|
Information about this school
- The school is smaller than the average-sized primary school.
- The majority of pupils are of White British heritage. A very small minority of pupils speak English as an
- The proportion of pupils known to be eligible for pupil premium is below the national average. This is
additional funding for pupils known to be eligible to receive free school meals and those in local authority
- The proportion of disabled pupils and those who have special educational needs is below the national
- Children in the early years attend Reception on a full time basis.
- The school meets the government floor standards. These set the minimum expectation for pupils’
attainment and progress in reading, writing and mathematics at the end of Year 6.
- The school is being supported by a local leader in education (LLE), who is providing support for the
headteacher and leaders who are new in post.
What does the school need to do to improve further?
- Improve the quality of teaching and learning so that more is outstanding, by:
ensuring teachers make better use of assessment information when planning lessons and adapt tasks
and activities when they find that these are too easy or too difficult
improving the quality of resources and the environment in the early years outdoor area
providing more opportunities for pupils to write extensively and to the highest possible standard in
subjects other than literacy.
- Further develop links to work even more closely with parents by :
fully informing all parents about the school’s actions to support their children’s learning and behaviour
and responding quickly to any concerns they might raise.
|The leadership and management||are good|
- The headteacher leads the school well. He has managed a number of staff changes efficiently whilst
maintaining high standards of achievement and behaviour across the school. The leadership team has been
strengthened by the appointment of senior leaders, some of whom are relatively new to their position.
Leaders have created a team spirit amongst staff. In the staff survey, all those who responded said that
they felt proud to be members of the school.
- Leaders check the school’s development plans regularly to ensure the implementation of planned actions is
on schedule and proving effective. Leaders have an accurate understanding of the school’s strengths and
areas for development. For example, the careful analysis of the dip in the percentage of children in the
early years attaining a good level of development in 2014 led to the school taking immediate and effective
action. As a result, attainment this year is well above average in the early years. There is good capacity for
- Leaders at all levels are involved in checking teaching and pupils’ learning within their areas of
responsibility, and do so effectively. Those with more experience provide helpful support to leaders who are
more recently appointed. The school makes good use of a local leader of education to provide additional
expertise. The school has effective systems for identifying teachers’ training needs and improving their
skills. This has enabled the school to maintain its high standards despite a number of staff changes.
- School leaders link the pay and allowances for staff to their effectiveness and impact on pupils’ progress
well. Teachers are held responsible for the progress made by pupils in their classes and senior staff make
systematic checks on the quality of teaching and pupils’ work.
- The curriculum covers a wide range of subjects and provides good quality activities that interest pupils and
make them keen to learn. The good range of clubs, trips, artistic and cultural events the school offers
further enhances learning. Displays in corridors indicate the breadth of work taken, and includes work with
a local artist to produce glass artwork of a high quality. The school develops pupils’ musical understanding
well. Pupils play a range of instruments and attainment is high.
- Pupils’ spiritual, moral, social and cultural development is promoted well. Pupils learn to value other cultures
and to show tolerance and understanding of those whose lives are very different to their own. The school
promotes British values and teaches pupils about key British institutions well. For example, pupils visited the
council chambers to explore an understanding of democracy. Pupils spoke with enthusiasm about their
philosophy lessons. They relish the opportunity to debate a range of themes including how beliefs and
lifestyles may differ from their own. In this way, the school ensures that they are well prepared for life in
- The additional sports funding to develop pupils’ ability and participation in physical education is having a
positive impact. Specialist sports coaches have provided a programme of training to support teachers,
increasing their skills and confidence in the teaching of sport. Pupils participate in a range of competitions
and after school clubs.
- Safeguarding arrangements are effective and meet statutory requirements. The school’s procedures and
systems ensure pupils and staff are well looked after and kept safe from harm.
- The school promotes equality of opportunity well. Staff stress the value of positive relationships and respect
and ensure that there is no discrimination.
- The local authority is aware of the strengths in the school, is confident in the school’s leadership and so
provides limited but appropriate levels of support.
- The governance of the school:
The governing body is well organised and governors bring a wide range of relevant experience to the
tasks they undertake. Governors carry out their main responsibilities effectively. They are very well aware
of the standards that current pupils reach and know how these compare with other schools. The
headteacher provides comprehensive information about the progress of pupils, and governors have
developed the skills to interpret the available data on pupils’ achievement accurately. Governors are
ambitious for the school and know that their job is to hold leaders to account. They understand their
roles in ensuring that pupil premium funding is used appropriately. They understand the strengths in
teaching and the areas to be improved. Governors ensure that potential pay rises for staff are carefully
linked to the learning and progress of pupils.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. In lessons, pupils are polite and courteous and cooperate well with each
other and adults. This good behaviour helps pupils learn successfully in lessons. Inspectors’ lesson
observations showed that pupils take pride in presenting their work well. They enjoy contributing to class
discussions and this helps them develop good speaking and listening skills.
- Pupils behave well as they move around the school buildings. They are respectful when they meet adults
around the school. At lunchtime, pupils behave well and make friendly, social contact with others which
makes the midday break a pleasant experience.
- There have been no permanent or fixed-term exclusions in recent years.
- Pupils are keen to come to school. Attendance is above average, with a low rate of unauthorised absence.
- Most pupils have a good understanding of different forms of bullying. They know that name calling,
inappropriate language or any form of discrimination is not acceptable. Pupils told inspectors that there is
no physical bullying but on a few occasions there is name calling, which is quickly resolved by staff.
- The school’s work to keep pupils safe and secure is good. Pupils feel very safe in all areas of the school.
Nearly all parents who responded to the on-line questionnaire said that their child felt safe, was happy and
was well looked after at school.
- The school site is secure and policies for vetting staff and visitors meet requirements.
- Pupils are aware of how to keep themselves safe. They receive good advice on personal safety, including
keeping safe on the internet. Pupils receive guidance through lessons and assemblies to develop skills that
will keep them safe in and out of school.
- While the majority of parents are very happy with the school, spoke positively about behaviour and said
bullying was rare, a small minority feel there are some areas which could be improved. In particular, they
wanted more information about how well the school deals with low level disruption and bullying, how well
their child was learning and how the school responds to any concerns they might raise. Inspectors judged
that the school generally provides appropriate levels of information but that it could do more to address the
concerns of individual parents. Most parents, who spoke to inspectors, praised the school including the
standard of behaviour. One parent commented, ‘The school provides a first class education.’
|The quality of teaching||is good|
- Teaching, including the teaching of reading, writing and mathematics, is good across the school. This
results in pupils making good progress in their learning and achieving consistently high standards in
- Teachers deploy teaching assistants effectively. This ensures that they make a good contribution to pupils’
learning, including that of disabled pupils and those who have special educational needs.
- Teachers set tasks that generally engage pupils’ interest very well. For example, in a Year 1 lesson, the
teacher used a healthy eating topic to develop pupils’ mathematical skills well. This made a strong
impression on pupils, who were motivated by the task set for them. On occasions, however, teachers do
not use assessment information sufficiently to pitch work at the right level of difficulty or adapt tasks if
pupils find them too easy or too difficult. When this happens, progress stalls and teachers do not provide
enough challenge, including for the most-able pupils.
- The teaching of reading is good across the school. The teaching of phonics (letters and their sounds) is
good in all age groups and is now particularly effective in the early years. Writing is also taught well in
literacy lessons. However, there are few opportunities for pupils to write extensively in other subjects and
this means their written work across the curriculum as a whole is not always as impressive as it is in their
- The teaching of numeracy is good. Staff have good subject knowledge and ensure that pupils ‘master the
basics’ quickly and use their skills to complete investigations and solve problems well. As a result, significant
numbers of pupils were able to reach the highest levels in the mathematics tests in Year 2 and Year 6 in
- The quality of marking of pupils’ work is good. The school’s approach to marking is helpful because
teachers praise pupils’ achievement, but also show pupils how to improve their work. Most teachers
consistently ensure that pupils act on the advice they are given and improve their work.
- Teachers have adapted their teaching well to support the new National Curriculum requirements. They are
developing new methods of assessing progress to reflect the amended assessments arrangements that are
being introduced nationally.
- The majority of parents who responded to the online survey and spoke to inspectors agreed that their
children are making good progress and are taught well.
|The achievement of pupils||is good|
- Children enter the early years with skills that are at least typical for their age and a number enter school
with skills above what is expected. The proportion of children reaching a good level of development in
2014 was below the national average, and some children did not make the expected progress. The
leadership team quickly identified the reasons for this and put effective action in place to improve
children’s learning. Consequently, children in the current Reception class are back on track to attain a good
level of development when they leave the early years. Children are well prepared to move confidently into
- Pupils throughout the school read well. The youngest pupils are quickly taught phonics and in 2014, nearly
all met the expected standard in the phonics screening check at the end of Year 1. Pupils’ phonic skills are
systematically developed as they go through the school and they mature into confident, fluent and
- Standards are consistently well above average at the end of Key Stages 1 and 2. In the national tests in
Year 6 in 2014, the proportion of pupils reaching or exceeding the expected standard for their age in
reading, writing and mathematics was well above that seen in most other primary schools.
- The most-able pupils generally achieve well. In 2014, at Key Stage 1 the most-able pupils exceeded
national averages in achieving the higher levels in reading and writing but were in line with the national in
mathematics. In Year 6 in 2014, pupils also attained significantly above the national averages at Level 5 in
all subjects, and large numbers achieved Level 6 in mathematics. However, a few potentially high attaining
pupils did not make the expected progress from Key Stage 1, particularly in mathematics.
- Most pupils currently in the school make at least good progress from their already high starting points,
although this is less frequently the case in writing. The school is already taking steps to address this
difference by increasing the opportunities for pupils to write at length in a range of subjects.
- The school makes good use of its pupil premium funding to provide eligible pupils with extra support and
small group sessions, as well as helping to pay for school trips and after school clubs. The pupils known to
be eligible for free school meals make good progress but, because number are small, it is not possible to
comment on the relative attainment of these pupils in Year 6 last year without identifying individual pupils.
- Disabled pupils and those who have special educational needs make good progress and develop secure
skills in reading, writing and mathematics. They are well supported in their learning through the effective
deployment of teaching assistants. As a result, most pupils make good progress from their starting points.
|The early years provision||is good|
- The early years provision is well led and managed. The leader quickly identified the dip in the proportion of
children achieving a good level of development in 2014 and the reasons for this. She swiftly put actions in
place to ensure that children get the very best start in learning. As a result, current data shows that most
children are making at least good, and sometimes better progress. Children are well prepared for their
learning in Key Stage 1.
- Teaching is consistently good in the main classroom. Staff keep detailed records of children’s progress in
learning journals. This ensures that staff have an accurate understanding of what children can and cannot
do so that they can plan and provide activities which match their needs. Displays celebrate children’s
achievements and reflect the care staff take to making children feel welcome and ‘special’. For example,
the writing wall shows examples of children applying their phonic knowledge very effectively in their
- Leaders have accurately identified the need to improve the outdoor provision, which has a limited range of
resources and activities to promote learning. The school plans to improve the learning area to ensure that
all children make the best progress in all areas of learning.
- Behaviour in early years is good. Staff have clear expectations of behaviour and there are well established
routines in place. Pupils quickly learn these routines and arrive in school ready to learn.
- Disabled children and those who have special educational needs learn and develop good skills in reading,
writing and mathematics. They are well supported in their learning through the effective deployment of
teaching assistants. As a result, most pupils make good progress from their starting points.
- Safeguarding procedures are good. Adults ensure children are kept safe at all times. Staff liaise closely
with parents and ensure they are confident their children are safe and well looked after.
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
|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
|Unique reference number||103848|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also deemed a
section 5 inspection under the same Act.
|Type of school||Primary|
|School category||Voluntary aided|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||220|
|Appropriate authority||The governing body|
|Date of previous school inspection||25 April 2007|
|Telephone number||01384 818955|
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will use the information parents and carers provide when deciding which schools to
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