Perry Hall Primary School Closed - academy converter June 30, 2013
phone: 01902 *** ***
headteacher: Mrs Amarjit Cheema
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- June 30, 2013
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 395857, Northing: 300666
- GPS coordinates
- Latitude: 52.604, Longitude: -2.0626
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Nov. 28, 2011
- Region › Const. › Ward
- West Midlands › Wolverhampton North East › Wednesfield South
- Urban > 10k - less sparse
- Perry Hall Infant School WV113RT
- Perry Hall Junior School WV113RT
- Perry Hall Primary School WV113RT (473 pupils)
- 0.4 miles Moat House Primary School WV113DB
- 0.4 miles Wednesfield High School, A Specialist Engineering College WV113ES (863 pupils)
- 0.4 miles Edward the Elder Primary School WV113DB (240 pupils)
- 0.4 miles Wednesfield High School, A Specialist Engineering College WV113ES
- 0.5 miles Pool Hayes Primary School WV124RX (237 pupils)
- 0.5 miles Pool Hayes Arts and Community School WV124QZ (1130 pupils)
- 0.6 miles Oak Meadow Primary School WV112QQ (399 pupils)
- 0.6 miles Coppice Performing Arts School WV112QE (922 pupils)
- 0.6 miles Ward's Bridge High School WV113HT
- 0.6 miles Jennie Lee Centre WV113HT
- 0.7 miles Ashmore Park Nursery School WV112LH (78 pupils)
- 0.7 miles Wednesfield Village Primary School WV111TN
- 0.7 miles St Thomas' Church of England Primary School WV113TG (207 pupils)
- 0.7 miles Chadsway Junior School WV111TN
- 0.8 miles Corpus Christi Catholic Primary School WV112LT (233 pupils)
- 0.8 miles Neachells Infants' School WV113PP
- 0.8 miles Fibbersley Park Primary School WV133BB (471 pupils)
- 0.9 miles Clothier Street Primary School WV131BN
- 0.9 miles Wood End Primary School WV111YQ (254 pupils)
- 0.9 miles St Alban's Church of England Primary School WV112PF (150 pupils)
- 0.9 miles Nordley Special School WV111NN
|Inspection dates||28–29 November 2011|
Perry Hall Primary School
|Unique Reference Number||104348|
|Inspection dates||28–29 November 2011|
|Report ing inspector||Mike Thompson|
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|
|Nu mber of pupils on the school roll||454|
|Appropriate authority||The governing body|
|Date of previous school inspection||20 Januar y 2009|
|School address||Colman Avenue|
|Telephone number||01902 558538|
|Fax number||01902 558543|
This inspection was carried out by four additional inspectors, one of whom visited for
half a day specifically to evaluate the effectiveness of safeguarding procedures. The
inspectors observed 21 lessons taught by 16 teachers, including some observations
with a specific focus on pupils with special educational needs and/or disabilities. The
inspectors held meetings with the headteacher, senior and middle managers,
representatives of the governing body and pupils. They looked at a range of
information, including data showing the progress made by pupils and a detailed
scrutiny of pupils’ work. Inspectors analysed questionnaires returned by 100 parents
and carers, 84 pupils and 29 members of staff.
The inspection team reviewed many aspects of the school’s work. It looked in detail
at a number of key areas.
- To what extent are different groups of pupils, including those of Indian heritage
and those with special educational needs and/or disabilities, making good
progress, particularly in English?
- How consistently are good pace & challenge provided in teaching, and what is
the impact of the extra help given to pupils who are found to be
- How skilled are leaders at all levels in monitoring and evaluating, and what is
their impact on pupils’ achievement?
Information about the school
This is a large primary school located on the eastern outskirts of Wolverhampton.
Three-quarters of the pupils are White British. Most of the other pupils are of Indian
heritage, and the majority of these pupils speak English as an additional language.
The proportion of pupils with special educational needs and/or disabilities is broadly
in line with the national average. Most of these pupils have general learning
difficulties, including speech, language and communication, and behavioural,
emotional and social difficulties. The proportion of pupils known to be eligible for free
school meals is below the national average. Over the past 18 months there have
been significant changes in staffing at all levels. The headteacher took up post in
The school achieved Healthy School enhanced status in 2010.
|Overall effectiveness: how good is the school?||2|
|The school’s capacity for sustained improvement||2|
Perry Hall Primary provides a good education for its pupils. Following a period of
considerable change and consolidation it is now improving rapidly. This is because of
the vision, drive and determination of its headteacher and the effective senior
leadership team, well supported by staff and the governing body. From starting
points that are consistently well below those expected of three year-olds, children
get off to a good start in the Early Years Foundation Stage. In Key Stages 1 and 2
pupils make good progress because they are taught well. By the time pupils leave at
the end of Year 6, standards are broadly in line with national expectations. Senior
leaders keep a very close check on the performance of each individual and ensure
that extra help to tackle specific weaknesses is provided whenever it is needed.
Underpinning the school’s success are the changes made in staffing and a strong
commitment to the continuous professional development of the staff team. The
school provides a good learning environment. Pupils’ attendance rates have improved
significantly over the past 18 months. They enjoy being at school because of the
wide range of interesting activities provided for them, and because they are well
cared for and feel safe. The teachers are generally good at managing pupils’
behaviour, and pupils’ conduct in lessons, at play, and when moving around the
school is testimony to this. The teachers successfully develop pupils’ personal and
social skills and are particularly good at building pupils’ confidence as learners.
However, lessons do not provide enough opportunities for pupils to develop skills as
independent learners. The quality of teaching is good in most classes, but remains
satisfactory in some. Teachers do not always develop the pupils’ skills in reflecting on
and evaluating their own progress, and when marking pupils’ work their comments
do not always bring about the improvements needed because they do not ensure
that pupils correct their work, particularly in mathematics. There is also inconsistent
practice in the way teachers manage the pupils’ use of the ‘My Targets’ books to
record progress in achieving the targets set for them.
Although most parents and carers expressed positive views about all aspects of the
school’s performance in the inspection questionnaires, there were some negative
comments. Most related to lack of information from the school, for example: ‘I feel
that I don’t know enough about the levels that my child is working toward or
achieving…’ This is not the case in the Early Years Foundation Stage, where parents
and carers are more involved. A recent initiative encourages them to contribute to
the ‘learning journals’, which record their children’s progress and achievements.
The school’s evaluation of its own effectiveness is accurate because of the rigour
with which managers monitor all aspects of its performance. The acceleration in
pupils’ progress in all key stages as a result of effective developments in provision
demonstrates the school’s good capacity for further, sustained improvement.
What does the school need to do to improve further?
- Build on existing good practice to improve the quality of teaching and learning
so that it is consistently good or better, by:
providing pupils with regular opportunities to develop skills as independent
ensuring that teachers’ marking of pupils’ work is effective in bringing
about improvements in pupils’ work
sharing good practice in pupils’ use of their target books.
- Ensure that parents and carers in Key Stages 1 and 2 are fully informed about
the targets that their children have to achieve, and how they can better support
their children’s learning at home.
The results of national assessments and tests in 2011 showed that, in both Key
Stage 1 and 2, two groups of pupils did not do quite as well as their peers nationally.
These were the pupils with special educational needs and/or disabilities and those of
Indian heritage. However, in all of the lessons seen and the pupils’ work scrutinised,
these pupils were making good progress in line with their classmates. Current school
data confirm this. The sole exception is the pupils with more severe learning needs,
who make good progress in reading and mathematics but only satisfactory progress
in writing. The school is well aware of this area for improvement.
The good progress now being made is the result of improvements in provision. These
include the deployment of skilled senior staff to support teaching in English and
mathematics. In these subjects, pupils in Years 2 to 6 benefit greatly from the extra
attention they get because the teaching groups are smaller. For example, an analysis
of the adjectives used in a passage from Michael Morpurgo’s book
|Outcomes for individuals and groups of pupils||2|
The Butterfly Lion
resulted in thoughtful contributions by Year 5 pupils. This occurred because the
senior teacher’s skilful questioning ensured that all were fully involved. The tasks set
for the pupils were carefully pitched to provide achievable challenges at different
levels. In this teaching group, the work in the pupils’ books showed that good
learning is driven by high expectations of what pupils ought to achieve and good
quality marking, including pupils’ thoughtful analyses of each other’s work.
The broadening and deepening of pupils’ understanding of what they need to do to
keep fit and healthy are celebrated through the Enhanced Healthy School status
achieved. There is a high take-up rate in the wide range of sporting activities
provided. The pupils are proud of their school and thrive on the many opportunities
provided to take responsibility. For example, the school council played a part in the
recent staff selection process. A very clear moral code permeates all aspects of
school life. Pupils are unfailingly polite and well mannered. Pupils’ cultural awareness
has improved significantly since the last inspection. Their work as part of ‘Black
History Month’ resulted in good learning about the achievements of a wide range of
famous people ranging from Martin Luther-King to Mary Seacole and Muhammad Ali.
Pupils’ appreciation of cultural diversity was enhanced through good involvement in a
local multi-faith celebration.
These are the grades for pupils’ outcomes
|Pupils’ achievement and the extent to which they enjoy their learning |
Taking into account:
The quality of pupils’ learning and their progress
The quality of learning for pupils with special educational needs and/or disabilities
and their progress
|The extent to which pupils feel safe||2|
|Pupils’ behav iour||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils deve lop workplace and other skills that will |
contribute to their future economic well-being
Taking into account:
|The extent of pupils’ spiritual, moral, social and cultural development||2|
How effective is the provision?
Teachers display good skills in managing pupils and in providing clear explanations
about new concepts. Teaching is good in the large majority of the lessons. Teachers
routinely share the overarching learning objectives with their pupils and also set out
criteria by which they can measure the pupils’ success in achieving the objective s.
These criteria provide particularly well-defined layers of challenge in writing.
The curriculum is well planned to meet the pupils’ different learning needs. For
instance, provision is carefully tailored to help close gaps in learning in reading for
pupils with special educational needs and/or disabilities. The good, progressive
development of pupils’ skills in information and communication technology results in
some high quality examples of work across many subjects, such as Year 6 pupils’
recent study of the rainforest in geography. Enrichment activities, through visits and
visitors to the school, together with a wide range of clubs provide many exciting and
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average;
and 4 is low
enjoyable learning opportunities.
An overwhelming majority of parents and carers feel that the school keeps their
children safe. This is because the school’s systems for ensuring the pastoral care of
pupils are well organised and effective. All pupils are warmly welcomed and well
looked after. Those whose circumstances make them particularly vulnerable are
particularly well supported through close liaison with outside agencies. There are
well-established arrangements to induct children into the nursery and to ensure a
smooth transition as pupils move on to the secondary phase of their education.
These are the grades for the quality of provision
|The quality of teaching |
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils’ needs, including, where |
relevant, through partnerships
|The effectiveness of care, guidance and support||2|
How effective are leadership and management?
Most of the parents and carers who responded to the inspection questionnaire felt
that the school is led and managed well. All of the staff who completed the
inspection survey feel proud to work at the school. The clear direction provided in
embedding ambition and driving improvement stems from the good partnership
between the headteacher, staff and the governing body, and is strongly driven by
the headteacher’s ambitious vision for the future. The governing body is well
organised and its effectiveness is good. Its members know the school well and
closely monitor its performance. They bring a useful range of skills to bear in holding
the school to account for its actions.
The pupils surveyed felt that the headteacher and senior staff are doing a good job.
This reflects their appreciation that this is a very inclusive school in which
discrimination has no place and which gives them a sense of belonging. The pupils’
safety and well-being are given a high priority and all aspects of safeguarding,
including the required checks on adults who have contact with children, follow
recommended good practice. The school understands the needs of its own
community and demonstrates a clear commitment to celebrate different cultural
traditions, such as the recent study of the Hindu festival of Diwali. However, it
recognises that not enough has been done to broaden pupils’ horizons in relation to
the wide cultural richness and diversity within British society and within the global
perspective, and has appropriate plans to enhance this aspect.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and |
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities
|The effectiveness of the school’s engagement with parents and carers||3|
|The effectiveness of partnerships in promoting learning and well-being||2|
|The effectiveness with which the school pro motes equality of opportunity and |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||3|
|The effectiveness with which the school deploys resources to achieve value fo r |
Early Years Foundation Stage
Effective leadership ensures that children make outstanding progress in developing
their personal and social skills, and good progress in all other areas of learning.
Children share resources amicably, respect others and behave well. They have ready
access to a wide range of exciting activities, both indoors and out. These cover all
areas of learning while capturing children’s imaginations and encouraging initiative.
For example, role-play as workers in Santa’s Workshop provided enjoyable
challenges in wrapping ‘presents’ as children developed skills in estimation, cutting,
folding and sticking. The production of Christmas lists resulted in some examples of
high-quality writing as children effectively put into practice their learning of letter
sounds. There is a very clear purpose to all activities and adults clearly understand
the learning needs of young children. For instance, a teacher took good advantage of
a child’s search for hidden treasure buried in the sand tray to test out the child’s
skills in counting the ‘jewels’ found. Although teachers are skilled in seizing the
learning opportunities presented, there is no guidance available at ‘focus activities’ to
help guide adult helpers about the skills to be developed and the intended learning
Teachers make good use of ongoing assessments of children’s attainment to adjust
provision whenever needed. For example, weaknesses identified in children’s pencil
grip were followed up through further activities that involved the use of tweezers to
help strengthen manipulative skills. All adults place a strong emphasis on ensuring
the welfare and safety of the children. Records of children’s progress are good and
are used effectively to help develop partnership with parents and carers. As a result
of the good provision, children have been moving from Reception to Year 1 over the
past few years with broadly average levels of attainment.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage |
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
Views of parents and carers
Inspection findings confirm the positive views expressed by the very large majority of
parents and carers in all areas surveyed by the questionnaire. They also confirmed
the views of parents and carers who feel that the school does not always do enough
to improve channels of communication and to help them become better informed in
supporting their children’s learning at home.
Responses from parents and carers to Ofsted’s questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Perry Hall Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13
statements about the school.
The inspection team received 100 completed questionnaires by the end of the on-site inspection. In
total, there are 454 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number
of completed questionnaires. Where one or more parents and carers chose not to answer a particular
question, the percentages will not add up to 100%.
|My child enjoys school||76||76||21||21||3||3||0||0|
|The school keeps my child |
|The school informs me about |
my child’s progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child’s learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child’s |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and
|The school is led and |
|Overall, I am happy with my |
child’s experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding |
school provides exceptionally well for all its pupils’ needs.
|Grade 2||Good||These are very positive features of a school. A school |
that is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant
improvement in order to meet the needs of its pupils.
Ofsted inspectors will make further visits until it
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
New school inspection arrangements were introduced on 1 September 2009. This means that
inspectors now make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2010 to 8 April 2011 and are consistent
with the latest published official statistics about maintained school inspection outcomes (see
The sample of schools inspected during 2010/11 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100.
Sixth form figures reflect the judgements made for the overall effectiveness of the sixth form in
secondary schools, special schools and pupil referral units.
Common terminology used by inspectors
Achievement: the progress and success of a pupil in their
learning, development or training.
Attainment: the standard of the pupils’ work shown by test and
examination results and in lessons.
Capacity to improve: the proven ability of the school to continue
improving. Inspectors base this judgement on what
the school has accomplished so far and on the
quality of its systems to maintain improvement.
Leadership and management: the contribution of all the staff with responsibilities,
not just the headteacher, to identifying priorities,
directing and motivating staff and running the
Learning: how well pupils acquire knowledge, develop their
understanding, learn and practise skills and are
developing their competence as learners.
Overall effectiveness: inspectors form a judgement on a school’s overall
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall
effectiveness judgement will be.
- The school’s capacity for sustained
- Outcomes for individuals and groups of
- The quality of teaching.
- The extent to which the curriculum meets
pupils’ needs, including, where relevant,
- The effectiveness of care, guidance and
Progress: the rate at which pupils are learning in lessons and
over longer periods of time. It is often measured
by comparing the pupils’ attainment at the end of a
key stage with their attainment when they started.
30 November 2011
Inspection of Perry Hall Primary School, Wednesfield, WV11 3RT
On behalf of the inspectors, I would like to thank you for being so helpful when we
came to visit your school. We really enjoyed meeting you, talking to you and looking
at your work. Your parents and carers think that the school is good, and we agree.
Here are some of the things we like best.
- You learn well in lessons and make good progress because you are taught well.
- You develop your personal skills well. This is important in helping you to
become good citizens in the future. We were impressed by your good behaviour
and the way you get on well with each other.
- Your attendance has improved a lot. Well done! You said that you enjoy the
interesting and exciting activities your teachers plan for you.
- You also told us that you feel safe in school. This is because all of the adults
make sure that you are well looked after.
- Your headteacher and all of the people who help run your school are doing a
Every school has something that could be improved, and this is what we have asked
your school to concentrate on to help you to do even better.
- We would like your teachers to try to make sure that you have lots of
opportunities to work by yourself and to become more independent. We also
want your teachers to help you improve your work when they mark it, and to
make sure that you all use your target books in the same way.
- We would like your school to find ways of letting your parents and carers know
more about how well you are getting on, so that they can help you with your
work at home.
We would like you all to play your part in helping the school to become even better.
The best way for you to do this is to pay careful attention to what your teachers ask
you to do, and to make sure that you always do your corrections!
I wish you great success in the future.