Roberts Primary School
phone: 01384 818275
headteacher: Mr David Baker
630 pupils capacity: 112% full
360 boys 51%
350 girls 49%
Last updated: July 21, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 391944, Northing: 291479
- GPS coordinates
- Latitude: 52.521, Longitude: -2.1202
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 8, 2014
- Region › Const. › Ward
- West Midlands › Dudley North › Gornal
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.4 miles Red Hall Primary School DY32PA (362 pupils)
- 0.4 miles Red Hall Infant School DY32PA
- 0.5 miles Milking Bank Primary School DY12SL (480 pupils)
- 0.5 miles Ellowes Hall Sports College DY32JH (1092 pupils)
- 0.8 miles Sycamore Green Primary School DY13QE
- 0.8 miles Wrens Nest Primary School & Children's Centre DY13NX (489 pupils)
- 0.8 miles Bishop Milner Catholic School DY13BY
- 0.8 miles Sycamore Short Stay School DY13QE (20 pupils)
- 0.8 miles Bishop Milner Catholic College DY13BY (786 pupils)
- 0.9 miles Cherry Tree Learning Centre DY12NX
- 0.9 miles Russells Hall Primary School DY12NX (340 pupils)
- 0.9 miles Straits Primary School DY33EE (332 pupils)
- 1 mile The High Arcal School DY31BP
- 1 mile The High Arcal School DY31BP (1197 pupils)
- 1.1 mile Cotwall End Primary School DY33YG (333 pupils)
- 1.1 mile St Chad's Catholic Primary School DY33UE
- 1.1 mile The Woodsetton School DY31BY (92 pupils)
- 1.1 mile St Chad's Catholic Primary School DY33UE (204 pupils)
- 1.2 mile Priory Primary School DY14AQ (529 pupils)
- 1.2 mile The Mons Hill School DY13SB
- 1.3 mile Bramford Primary School WV149TU
- 1.3 mile Jesson's CofE Primary School (VA) DY12AQ (583 pupils)
- 1.3 mile Holly Hall Maths and Computing College DY12DU
- 1.3 mile The Sutton School and Specialist College DY12DU (151 pupils)
Roberts Primary School
Robert Street, Lower Gornal, Dudley, DY3 2AZ
|Inspection dates||8–9 July 2014|
|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
| Children get off to a good start and make |
Pupils in Key Stages 1 and 2 are making good
Gaps in achievement between pupils eligible
Teachers have high expectations and there
Pupils’ behaviour is good, both in lessons and
Pupils’ progress in science and their
good progress in the Early Years Foundation
and improving progress in reading, writing
and mathematics, and standards are rising.
for the pupil premium and other pupils have
considerably narrowed and some have
are strong and positive relationships between
teachers and pupils.
around the school, and they feel safe in
school. Their ability to work together in pairs
and groups is excellent.
enjoyment of it is particularly marked in Key
| Since the previous inspection, the headteacher |
Senior leaders have introduced excellent
The governing body’s understanding of the
The school makes excellent use of the
has developed strong leaders throughout the
school. All staff share a desire to improve and
this is improving teaching and driving up
systems for checking pupils’ progress. Any
underachievement of individual pupils is dealt
with quickly and effectively in this improving
day-to-day work of the school has improved
since the previous inspection. They set
challenging targets for school leaders and work
very effectively as a team in support of the
opportunities for learning offered by the
extensive outdoor areas and the Environment
| Pupils currently in Key Stage 2 do not |
The school does not always communicate
consistently reach the same standards in their
spelling and punctuation that they do in other
aspects of their learning.
swiftly and effectively with all parents.
| The school does not track the attendance of |
specific groups of pupils closely enough.
Information about this inspection
- Inspectors observed 23 lessons, five of which were jointly observed with the headteacher or
deputy headteacher. In addition, the inspection team looked at pupils’ work in their books and
listened to younger pupils read.
- There were meetings with groups of pupils, senior leaders, members of the governing body and
a representative of the local authority.
- Inspectors took account of the 81 responses to the online questionnaire Parent View and
considered the 31 responses to a staff questionnaire. Inspectors also considered the 89
responses by parents to a recent questionnaire from the school.
- The inspection team examined: the school’s own information on pupils’ recent and current
progress; the school’s evaluation of how well it is doing and its records of the monitoring of the
quality of teaching; records relating to behaviour and attendance; and documents relating to
|Richard Boswell, Lead inspector||Additional Inspector|
|Stuart Ransom||Additional Inspector|
|Edgar Hastings||Additional Inspector|
|Suha Ahmad||Additional Inspector|
Information about this school
- Roberts Primary School is larger than the average-sized primary school.
- The very large majority of pupils come from White British backgrounds.
- The percentage of pupils who are supported through the pupil premium (which provides
additional funding for pupils in local authority care and those known to be eligible for free school
meals) is average.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is average. The proportion supported at school action plus or with a
statement of special educational needs is also average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
- The school runs both before and after school clubs. It also manages the Environment Zone, an
outdoor facility, for the use of its own pupils and those from other schools.
- A very small number of pupils attend provision away from the school site on a part time basis at
Quarry Bank Language Unit.
- Six pupils from outside of the school who have statements of educational needs attend the
What does the school need to do to improve further?
- Improve teaching and raise achievement in English by making sure that teachers in Key Stage 2
consistently show the same high expectations of their pupils’ spelling and punctuation that they
do in the teaching of other skills.
- Improve leadership and management by:
making sure that the school regularly checks that information reaches all parents and that any
concerns receive a swift response
examining closely the attendance of groups of pupils so that any patterns can be quickly
identified and appropriate action taken.
|The achievement of pupils||is good|
- Children usually start in Nursery with skills and understanding that are below and sometimes
well below those typical for their age, particularly in their knowledge and understanding of
numbers. They go on to achieve standards at the end of Key Stage 2 that are at least in line
with those found nationally in reading, writing and mathematics.
- Although there was a dip in the achievement of pupils in national tests in 2013, actions taken by
school leaders have led to a strong improvement in the progress of pupils currently in Key
Stages 1 and 2. Many of these pupils have made accelerated progress in the last school year.
- Pupils demonstrate an eagerness to learn, and their progress and attainment have shown a
considerable improvement since the start of the new school year. The current pupils are making
good progress in reading, writing and mathematics. Pupils’ books and the work seen in lessons
conformed to this pattern, including for more-able pupils and those known to be eligible for the
pupil premium. Pupils’ progress in other subjects, particularly in science, is also good. However,
the use of correct spelling and punctuation by pupils in Key Stage 2 is not always of the same
- The gap in the attainment of those pupils in Year 6 who were supported by additional funding
and others in the school narrowed from 2012 to 2013, by one term in both English and
mathematics. This gap has narrowed again in 2014. The gap lower down the school between
pupils supported by additional funding and others in the school is closing or has closed. This is
as a result of carefully targeted additional teaching in small groups and one to one.
- Children make very good progress in the Early Years Foundation Stage as a result of well-
chosen, stimulating activities, both indoors and outside, leading to rapidly developing skills.
Foundation Stage and older pupils now receive a strong grounding in the understanding of
letters and the sounds they make (phonics) and the most recent results in the national screening
check for phonics were much improved on the previous year. Children in the Nursery with
enhanced provision places from the Dudley Early Years Service are well supported and are fully
integrated in play and activities with other children.
- Disabled pupils and those who have special educational needs are very well supported
throughout their time in the school. Identification of individual needs is swift and additional
expertise and support is arranged as required. The school’s commitment to equal opportunities
is evident in the good progress these pupils make in reading, writing and mathematics. Pupils
who attend part-time provision beyond the school also make good progress.
|The quality of teaching||is good|
- Since the previous inspection inadequate teaching has been eradicated and the quality of
teaching over time has been good. Senior leaders make accurate judgements about strengths
and weaknesses when monitoring lessons and teachers have many opportunities to learn from
colleagues in order to improve their practice further. Newly qualified teachers are particularly
well supported by a systematic programme of coaching and mentoring.
- Improvements in the quality of teaching of mathematics through the school year have led to all
pupils finding a ‘way in’ to understanding the subject through practical examples of its use in
everyday life. This has particularly benefited pupils who do not find the concepts easy to grasp
and those pupils who have special educational needs. In English, however, the teaching of
correct spelling and punctuation is not as consistently good as that of other skills.
- In the Early Years Foundation Stage well planned activities are linked to children’s interests, are
well resourced and cover all areas of learning. Teachers are skilled at identifying the children’s
next steps and closing the gaps in their understanding. The high quality recording of children’s
‘learning journeys’ means that their progress is regularly and accurately assessed.
- Teachers make very good use of the outside spaces for a wide variety of lessons. For example
pupils learn to collect and handle data from the solar panels and wind turbine and to undertake
research into the abundant wildlife in the Environment Zone.
- Pupils are well prepared by teachers for their studies at secondary school. They have particularly
strong skills in science in Key Stage 2 and their books demonstrate good gains in their
understanding of scientific methods and processes. More-able pupils are given work in all
subjects that allows them to explore topics in depth and at length. For example, in Year 5 pupils
compare and contrast war poetry from the late nineteenth and early twentieth century and
consider its wider moral and social implications.
- Support staff are well qualified, appropriately deployed and highly effective in the classroom and
in one to one and group work. They make a particularly strong contribution to raising the
achievement of disabled pupils and those who have special educational needs as well as pupils
who are supported by additional funding.
- There are strong relationships based on mutual respect between teachers and pupils. These lead
to pupils having very positive attitudes to their learning which are evident in the pride they show
in the presentation of work in their books and their eagerness to engage in debate and
discussion in the classroom.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. During their time in the school they develop as confident,
responsible and caring individuals. This is supported by pupils taking on a wide range of
responsibilities in the school such as membership of the school council or the very active
- Pupils have good attitudes to their learning in the classroom, from Reception Year to older pupils
and any disruption is rare and swiftly addressed. Older pupils spoke to inspectors about
improvements in pupils’ behaviour during their time in the school and the pride they have in
their school. This is also clear in the smart appearance of their uniform and their books show
that they respond very positively to work linked to creative and imaginative themes.
- The school’s work to keep pupils safe and secure is good. The school responds swiftly to any
concerns that arise about the safety of the school site and pupils show a good level of
understanding and involvement in the management of their own safety including on the internet.
Pupils are very clear that the school does not tolerate bullying and that the small number of
incidents are dealt with quickly and effectively.
- The school works closely with parents of disabled pupils and those who have special educational
needs and provides a safe and secure setting for all pupils. School records show that staff are
well trained in managing the occasional challenging behaviours ensuring that other pupils’
learning is not disrupted.
- The school has worked hard to improve attendance and it is now in line with the national
average. A family support worker engages with a wide range of parents and good attendance is
rewarded and celebrated in whole school assemblies. Any temporary exclusions are very rare
and since the previous inspection there have been no permanent exclusions.
- Behaviour and safety are not yet outstanding because the school does not regularly examine the
attendance of different groups of pupils in order to identify any emerging patterns of absence
that can be swiftly dealt with.
|The leadership and management||are good|
- Since the previous inspection, the headteacher has recognised the need to significantly improve
the quality of teaching and to raise achievement. He has successfully achieved this by
establishing a strong and determined team of school leaders and staff who share a common set
of high expectations. The deputy headteacher and all other school leaders have brought fresh
ideas and expertise and have taken on full responsibilities for their areas.
- The school has an accurate understanding of its strengths and weaknesses, and its rigorous
analysis of information about pupils’ progress in English and mathematics has been a key factor
in the rapid improvements made. The high quality monitoring of teaching by all school leaders
has been coupled with well-chosen and carefully targeted training. Leaders and teachers have
visited other schools to see outstanding practice, and this has helped to raise the expectations of
staff and the aspirations of pupils.
- While very supportive of any improvement, the headteacher has not been afraid to tackle
underperformance in teaching. Leaders ensure that teachers are clear about the link between
salary progression and the progress their pupils make. Any pay rises and promotion are linked to
evidence of their teaching performance and their whole-school responsibilities.
- The curriculum, both in the classroom and beyond, develops pupils’ creativity well, particularly in
music and drama. School productions, such as the musical ‘Oliver!’, provide a source of
inspiration for pupils and teachers. Pupils’ spiritual, moral, social and cultural development is well
promoted, including their understanding of different faiths and cultures. Their social skills are
particularly well developed. These include turn-taking, listening and negotiating in pair and
- The local authority has worked closely and effectively with the school, providing challenge,
support and guidance when needed. The school has made good use of additional advice and
support from other sources, including neighbouring schools.
- The school has worked hard to create strong relationships with families, and the majority of
parents are unreservedly enthusiastic about the school. However not all parents feel that the
school communicates with them swiftly and effectively.
- Pupils enjoy the wide range of activities open to them and parents make good use of the before
and after school clubs. The primary school sports funding has been used to develop pupils’
participation in sports and to improve teachers’ confidence in the safe use of apparatus.
- The governance of the school:
Since the previous inspection the governors have provided increasingly constructive support
and challenge to the headteacher and have helped him to bring about key improvements.
Governors have a helpful range of skills and are well informed about how well the school is
doing. They receive regular and comprehensive information from the headteacher and senior
leaders, and they make regular visits to monitor the school’s work. Governors have
contributed to the discussions on how the pupil premium funding should be spent and have
kept a careful check on the impact of the extra support and guidance provided for eligible
students. They hold the headteacher to account for the way in which increases in pay are
used to reward teachers and they know how any underperformance is being tackled. They are
less clear about how existing staff responsibilities match their pay. Governors meet all their
statutory responsibilities well, including the national requirements for safeguarding pupils.
While governors now have greater contact with the day to day life of the school, their work is
not always communicated effectively to all parents.
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||103821|
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||704|
|Appropriate authority||The local authority|
|Date of previous school inspection||12 November 2009|
|Telephone number||01384 818275|
|Fax number||01384 818276|