School etc

Salisbury Primary School

Salisbury Primary School
Salisbury Street
West Midlands

phone: 0121 5686779

executive headteacher: Mr Malcolm Morrey

school holidays: via Walsall council

304 pupils aged 2—10y mixed gender
315 pupils capacity: 97% full

160 boys 53%


145 girls 48%

≤ 263y154a64b34c75y226y167y178y169y1910y16

Last updated: June 18, 2014

Primary — Community School

Education phase
Establishment type
Community School
Establishment #
OSGB coordinates
Easting: 398477, Northing: 297131
GPS coordinates
Latitude: 52.572, Longitude: -2.0239
Accepting pupils
3—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
March 20, 2013
Region › Const. › Ward
West Midlands › Walsall South › Bentley and Darlaston North
Urban > 10k - less sparse
Free school meals %

rooms to rent in Wednesbury

Schools nearby

  1. 0.5 miles Kings Hill Primary School WS109JG (310 pupils)
  2. 0.6 miles St Joseph's Catholic Primary School, Darlaston WS108HN (239 pupils)
  3. 0.7 miles Old Park Primary School WS109LX (498 pupils)
  4. 0.7 miles Old Church Church of England C Primary School WS108DL (352 pupils)
  5. 0.8 miles Albert Pritchard Infant School WS109QG (246 pupils)
  6. 0.8 miles Rough Hay Primary School WS108NQ
  7. 0.8 miles County Bridge Primary School WS20DH (216 pupils)
  8. 0.8 miles Rough Hay Primary School WS108NQ (344 pupils)
  9. 0.9 miles Wood Green Junior School WS109BW (234 pupils)
  10. 0.9 miles Stuart Bathurst Catholic High School College of Performing Arts WS109QS (821 pupils)
  11. 0.9 miles Rowley View Nursery School WS107RU (80 pupils)
  12. 0.9 miles Pinfold Street Primary School WS108PU (398 pupils)
  13. 0.9 miles Alumwell Business and Enterprise College WS29UA
  14. 0.9 miles West Walsall E-ACT Academy WS29UA (847 pupils)
  15. 1 mile St Mary's Catholic Primary School WS109PN (243 pupils)
  16. 1 mile Wood Green High School College of Sport, Maths and Computing WS109QU
  17. 1 mile Darlaston Community Science College WS108QJ
  18. 1 mile Grace Academy Darlaston WS108QJ (717 pupils)
  19. 1 mile Wood Green Academy WS109QU (1493 pupils)
  20. 1.1 mile Alumwell Nursery School WS29UP (116 pupils)
  21. 1.1 mile Hillary Junior School WS29BP
  22. 1.1 mile Hillary Infant School WS29BP
  23. 1.1 mile King Charles Primary School WS20JN (308 pupils)
  24. 1.1 mile Hillary Primary School WS29BP (574 pupils)

List of schools in Wednesbury

School report

Salisbury Primary School

Salisbury Street, Wednesbury, WS10 8BQ

Inspection dates 21–22 January 2015
Overall effectiveness This inspection: Good 2
Previous inspection: Requires improvement 3
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 headteacher and her senior team have
The school’s own internal information now shows
Teachers are making good use of information
provided very clear guidance for teachers on how
to raise standards of teaching and learning since
the last inspection. Teaching is monitored closely
and the impact has been a rapid improvement in
the progress that pupils are making in all year
that the proportion of pupils in all classes who are
making better than expected progress in reading,
writing and mathematics is much higher than the
national average.
about the progress that the pupils are making in
order to provide work which is at the right level
and which is accelerating their learning rapidly.
Nursery and Reception classes are very well
Pupils behave well in classes, corridors and the
The governors have a good understanding of the
organised and managed, and pupils make good
progress as a result.
playground and say that they feel safe in school.
They have a pride in their work, are polite and well-
mannered and enjoy their learning.
strengths of the school and what needs to be done
next in order to improve further. They have put
systems in place which will help them become more
effective over a short space of time.
Some disadvantaged pupils are not making the
same high levels of progress in writing and
mathematics as they are in reading.
Too few of the most-able pupils are attaining the
higher levels of Level 3 and Level 5 by the end of
Year 2 and Year 6.

Information about this inspection

  • Inspectors observed 16 lessons, including two joint observations with the headteacher. They observed
    pupils in classrooms and corridors and on the playground.
  • Meetings were held with the headteacher, senior leaders and the staff responsible for literacy and
    mathematics. Inspectors also met with five governors and a representative from the local authority.
  • There were too few responses to the online questionnaire, Parent View, to take account of. However,
    inspectors met parents and carers informally at the start of the school day and held a more formal, private
    meeting with a parent or carer.
  • Inspectors looked at school polices and documentation, including the school’s improvement plan,
    information about pupils’ progress, attendance records and safeguarding policies and procedures.
  • Inspectors looked at a range of pupils’ work which included literacy, mathematics, history, geography and
    science, and looked at books and displays during lessons. They met with two groups of pupils and heard
    children from Year 1 and Year 6 reading.

Inspection team

Graeme Burgess, Lead inspector Additional Inspector
Jean Whalley Additional Inspector
Ben Taylor Additional Inspector

Full report

Information about this school

  • The school became part of a federation in January 2013, which was dissolved in October 2014. The school
    then formed its own governing body, co-opted a serving headteacher who is a Local Leader of Education
    as an associative governor, and made changes to staffing.
  • The school is led by an interim acting headteacher and acting deputy headteacher. The members of staff
    responsible for leading special educational needs, Years 1 and 2 and early years provision are all new to
  • The local authority appointed a new consultant to the school in December 2014.
  • This school is larger than the average-sized primary school.
  • The proportion of pupils for whom the school receives the pupil premium (additional government funding
    for pupils known to be eligible for free school meals and looked after children) is very high in comparison
    with the national average. The majority of pupils are from minority ethnic groups.
  • The proportion of disabled pupils and those who have special educational needs is average.
  • The school’s population is much less stable than average.
  • Children attend the Nursery for separate morning and afternoon sessions. They attend the Reception class
    on a full-time basis. Some pupils in Years 1 to 6 are taught in mixed-age classes.
  • The school meets the government’s current floor standards, which set the minimum expectations for
    pupils’ attainment and progress.

What does the school need to do to improve further?

  • Improve the progress of disadvantaged pupils by ensuring that they make as much progress in writing
    and mathematics as they do in reading.
  • Raise attainment of the most able by increasing the proportion who achieve a Level 3 at the end of Year 2
    and a Level 5 at the end of Year 6.

Inspection judgements

The leadership and management are good
  • The leadership team and the governing body are recently formed as a result of the dissolution of the
    previous federation. Since their appointments, the members of the new leadership team have introduced a
    number of key changes which have had a positive impact on standards and the quality of teaching.
  • As a result, teachers are now clear about how to use the new pupil tracking system to match work more
    closely to each pupil’s stage in their learning. This has led to a rapid increase in the proportions of pupils
    who are making expected, and better than expected, progress in all year groups.
  • Responses to the staff questionnaires show that leaders are creating a strong culture in which teaching
    can flourish.
  • Pupil premium funding is being used effectively and the impact on the proportions of pupils who are
    making better than expected progress in reading, writing and mathematics is significant.
  • Relationships between staff and pupils, and with each other, are fostered well. The school promotes
    equality of opportunity and tackles discrimination effectively. Pupils say that they feel safe.
  • Middle leaders, including those new to post, are successfully leading by example and regularly check the
    progress that the pupils are making. They watch lessons and look carefully at pupils’ books.
  • The curriculum covers a wide range of subjects and is a strong feature of the school. For example,
    reading, art and history are particularly strong and the work done on World War II shows that pupils have
    a good understanding of cultural differences, and of the process of reconciliation, which is preparing pupils
    well for life in modern Britain.
  • The school meets the statutory requirements for safeguarding. Risk assessments are in place to ensure
    that the pupils remain safe during their activities.
  • The sports fund is used effectively, for example, to buy in specialist coaches from Walsall Football Club.
    Their knowledge and skills are used effectively in lessons to move pupils’ learning on more rapidly.
  • There is evidence of rigorous monitoring by the headteacher and the governing body of lessons, pupils’
    work and the progress that each pupil is making. The headteacher has a particularly strong grasp on how
    to use information about the progress that the pupils are making.
  • The local authority has provided support for the school when required. In addition, the school works in
    very close partnership with the education welfare officer. The impact of this is that attendance is now in
    line with the national average and evidence seen in school shows that attendance is on track to be better
    than average by the end of this year. If pupils are away, the school checks why immediately and then
    insists on seeing evidence of medical notes.
  • The governance of the school:
    Half of the governing body are new to post. They are making good use of training for governing bodies
    and have fully embraced the local authority’s partnership with Her Majesty’s Inspectors to raise standards
    in schools within Walsall. They have a good grasp of how well the school is doing in comparison with other
    schools nationally because they thoroughly analyse the information about pupils’ achievement provided by
    the headteacher. The minutes of the new governing body are professional and record the robust
    discussions that are taking place. Monitoring records show that governors are carefully observing the work
    of the school and the progress of pupils. As a result, governors are clear about the strengths in teaching
    and learning and know the priorities for future development. They have reviewed targets for staff
    development and understand how salary progression can be used to reward and support teaching.
    Governors know about the additional funding provided to support the achievement of disadvantaged
    pupils, and carefully check how it is being used.
The behaviour and safety of pupils are good
  • The behaviour of pupils is good because their attitudes towards learning are consistently good across the
    whole school, in their classrooms, in the corridors and on the playground during playtimes and lunch-
  • Pupils respond well to all adults, including those who do not work with them every day. For example,
    pupils in Year 1 were seen making good progress by diligently following instructions during a gymnastics
    lesson led by a visiting sports coach.
  • Parents spoken with during the inspection fully agreed that the pupils are well behaved in school. They
    were full of praise for the school’s staff, and keen to talk about how the school’s work with their children
    has improved behaviour and enabled them to learn more quickly.
  • Pupils take a pride in their appearance and their work, as seen in the very high standard of presentation
    seen in their books, particularly in Year 6.
  • Behaviour is not yet outstanding because some pupils can lose concentration in lessons and this detracts
    from their learning.
  • The school’s work to keep pupils safe and secure is good.
  • Pupils feel very safe in school. They say that there is very little bullying in school but that, if something
    does happen, they know who to go to, one emphasising that the headteacher is ‘a good sorter outer’.
  • The school actively promotes keeping pupils safe from harm by providing lessons on how to keep safe
    when using the internet. This has been effective because pupils can talk about how to keep themselves
    safe on-line.
  • Pupils’ physical safety is stringently monitored. For example, pupils leaving the school during the day do so
    under strict supervision. Rigorous and robust procedures ensure that pupils are not shown as absent from
    the school’s registers until it is known where they have gone and that they are safe.
  • The school has robust systems for checking where pupils are if they are not in school. Attendance has
    improved as a result and is now in line with national averages.
The quality of teaching is good
  • The quality of teaching has improved since the last inspection and is now consistently good across the
    school. It is particularly strong in the Nursery and Reception classes and in Key Stage 2. Teachers make
    good use of the system that tracks pupils’ progress, enabling them to provide the standard of work
    needed to help them move to the next stage in their learning.
  • There has been a particular emphasis on raising the quality of learning in mathematics by creating a
    consistent approach to methods of teaching. As a result, the progress that most of the pupils are now
    making is consistently good and, sometimes, better than the national average, in reading, writing and
  • However, some of the most-able pupils, and some disadvantaged pupils, are not making the same rate of
    progress as their peers. This is because teachers are not yet providing work which is matched closely
    enough to their individual needs to move them on more rapidly in their learning.
  • As a result of effective use of good questioning skills by teachers and teaching assistants, pupils are able
    to think more carefully about their learning. This was seen, for example, in science, where pupils
    progressed at an accelerated rate as a result of carefully considering answers to the questions of ‘how’
    and ‘why’.
  • Teachers make lessons fun, and the pupils readily engage with teachers and teaching assistants. The
    climate for learning that has been established within the school supports pupils well. They feel confident
    to ask and answer questions and this promotes good learning, seen, for example, in a Year 6 lesson
    where pupils were interrogating each other while pretending to be famous people. The level of
    commitment shown by all of the pupils to their learning was very high.
  • The school’s approach to the teaching of reading is very effective. Pupils enter the school with very little
    reading knowledge. However, by the end of Year 6 they have become very proficient readers and can talk
    eloquently in detail about the books and the authors that they enjoy the most.
  • Teachers plan work which is fun and which enables the pupils to practise their writing in subjects like
    history. For example, pupils in Year 6 were seen using their developing writing skills to write a class
    assembly around the theme of the Vikings following a visit from ‘The Viking Man’.
  • Teachers mark pupils’ work regularly and in line with the school’s marking policy. They know the pupils
    very well and provide a welcoming environment which supports and promotes learning.
The achievement of pupils is good
  • Pupils enter the school working at levels which are significantly below what is typical for their age. The
    majority of them do not have English as their first language. They make good progress so that by the
    time they complete Year 6 the proportion of pupils working at age-related levels is broadly in line with
    those nationally for reading and writing. The gap that existed on entry to the school has been
    successfully reduced.
  • The progress that pupils make from their starting points on entry to the school to Year 6 in reading and
    writing is higher than that nationally. The proportion making better than expected progress in reading
    and writing is significantly better than the national average.
  • Published information about the attainment the pupils made in 2014 shows that they were working at
    levels which are below the national average, particularly in mathematics, at the end of Year 2 and Year 6.
  • Current information about pupils’ performance across different classes and year groups shows a trend of
    better than expected progress, and that it is set to continue, including in mathematics. This is bringing
    the majority closer to the national average for attainment.
  • The most-able pupils are usually challenged well, which helps them to make good progress overall.
    However, too few of them are making the progress that they should in order to reach the higher levels of
    achievement by the end of Years 2 and 6.
  • Teachers in the early years help the pupils successfully to develop and use a range of strategies to
    support the development of their phonics (the sounds that letters make) skills. Effective links between
    early years and Key Stage 1 allow this success to continue. School information shows that the current
    Year 1 pupils are on track to reach standards in the phonics screening check that will be broadly in line
    with those nationally.
  • The school effectively meets the needs of disabled pupils and those with special educational needs. These
    pupils are making progress which is better than expected in reading and mathematics, and broadly in line
    with expectations in writing. The proportion of pupils making better than expected progress in reading,
    writing and mathematics is much higher than that of their peers nationally.
  • The majority of disadvantaged pupils are also making good progress. In 2014, their attainment was about
    six months ahead of that of their classmates in reading and broadly in line in writing and mathematics.
    When compared with pupils nationally, this group was six months ahead of their peers in reading and
    writing and about a year behind in mathematics. However, a smaller proportion of disadvantaged pupils
    make expected progress in writing and mathematics than they do in reading.
The early years provision is good
  • From very low starting points the children make good progress. By the time they enter Year 1, about a
    fifth of them have a good level of development in literacy and mathematics.
  • The leader of early years is new to post and already has a clear understanding of her role and
    responsibilities. She has an excellent understanding of the need to use information about children’s
    progress accurately and holds regular moderation meetings with another local school.
  • The working environment is safe and secure, and each room has a paediatric first-aider. Staff absences,
    though rare, are covered by staff already known to the school.
  • Pupils engage enthusiastically with a variety of tasks, including those initiated by themselves as well as
    fun activities organised for them by their teachers. The strong relationships between the children and
    staff help to promote effective learning and good progress.
  • Staff meet regularly as a team to review which aspects of the provision are working well and to plan
    further improvements. This ensures that the quality of teaching and learning continues to improve.
  • Staff have cultivated good links with parents and carers, providing them with information about their
    children’s learning which they can use to good effect in helping their children with extra support at home.

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
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.

School details

Unique reference number 104178
Local authority Walsall
Inspection number 453461

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 309
Appropriate authority The governing body
Chair Naseerah Motara
Headteacher Lynn Bland
Date of previous school inspection 20–21 March 2013
Telephone number 01215 686779
Fax number 01215 266504
Email address reveal email: adm…

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