St Edward's Catholic Primary School
phone: 0121 4641730
headteacher: Mr T Hughes
409 pupils capacity: 101% full
215 boys 52%
200 girls 48%
Last updated: July 30, 2014
Primary — Voluntary Aided School
- Education phase
- Religious character
- Roman Catholic
- Establishment type
- Voluntary Aided School
- Establishment #
- OSGB coordinates
- Easting: 405680, Northing: 282324
- GPS coordinates
- Latitude: 52.439, Longitude: -1.9179
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 13, 2013
- Archdiocese of Birmingham
- Region › Const. › Ward
- West Midlands › Birmingham, Selly Oak › Selly Oak
- Urban > 10k - less sparse
- Free school meals %
- 0.2 miles Selly Park Technology College for Girls B297PH (679 pupils)
- 0.4 miles Moor Green Infant School B138QP
- 0.4 miles Raddlebarn Primary School B297TD (463 pupils)
- 0.4 miles Moor Green Junior School B138QP
- 0.4 miles Moor Green Primary B138QP
- 0.4 miles Moor Green Primary School B138QP (277 pupils)
- 0.7 miles Tiverton Junior and Infant School B296BW
- 0.7 miles Tiverton Academy B296BW (217 pupils)
- 0.8 miles Selly Oak Nursery School B296BP
- 0.8 miles King Edward VI Camp Hill School for Girls B147QJ
- 0.8 miles King Edward VI Camp Hill School for Boys B147QJ
- 0.8 miles King Edward's School B152UA (847 pupils)
- 0.8 miles King Edward VI Camp Hill School for Girls B147QJ (866 pupils)
- 0.8 miles King Edward VI Camp Hill School for Boys B147QJ (725 pupils)
- 0.8 miles Selly Oak Nursery School B296BP (78 pupils)
- 0.9 miles Stirchley Community School B302JL (219 pupils)
- 0.9 miles King Edward VI High School for Girls B152UB (562 pupils)
- 0.9 miles Selly Oak Trust School B296HZ (349 pupils)
- 0.9 miles University of Birmingham B152TT
- 1 mile Bournville Junior School B301JY (380 pupils)
- 1 mile Bournville Infant School B301JY (269 pupils)
- 1 mile Queensbridge School B138QB (696 pupils)
- 1 mile Uffculme School B138QB (134 pupils)
- 1 mile Cherry Oak School B296PB (78 pupils)
St Edward's Catholic Primary
Greenland Road, Selly Park, Birmingham, B29 7PN
|Inspection dates||13–14 June 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| Standards overall and in English have been |
Children achieve well in the Reception Year.
School leaders regularly check on the quality
All teaching seen during the inspection was
consistently above the national average at
the end of both Key Stages 1 and 2.
Most reach the nationally expected levels
when they transfer into Year 1 and a small
minority exceed them.
of teaching and learning. Through rigorous
monitoring procedures and using a range of
evidence, they have helped improve teaching.
either good or outstanding. Teachers make
lessons interesting and set many of the
learning tasks into real-life contexts.
| Provision for pupils’ spiritual, moral, social and |
Pupils behave exceptionally well in lessons and
Pupils enjoy coming to school. They arrive in
Governors are well informed and have a good
cultural development is outstanding and results
in pupils having highly developed personal
at break times. They feel safe in school.
good time and attendance is consistently
above the national average.
idea about how well the school is doing,
including how well teachers are doing their
| Achievement in mathematics has been |
There are still few opportunities for pupils to
broadly average at Key Stage 2 and in the
past a small minority of pupils did not make
practise their mathematical skills in some
| The teachers’ marking of pupils’ work does not |
Not all teachers make sure pupils capable of
consistently inform pupils how they can
doing harder work reach their potential as
quickly as they could.
Information about this inspection
- Inspectors observed 16 lessons and saw 14 teachers teach. Four lessons were observed jointly
with the headteacher or the deputy headteacher.
- Inspectors heard pupils read and looked at the work in their books.
- Meetings were held with governors, senior leaders, subject leaders for English and mathematics,
the inclusion manager and pupils. An inspector had a meeting with a representative of the local
- Inspectors looked at a wide range of documentation, including the school’s improvement plans,
its own judgements on its strengths and weaknesses, and the data it collects on pupils’ progress.
Documents detailing the school’s arrangements for safeguarding were reviewed.
- The inspection team took account of 81 responses to the online questionnaire (Parent View).
They also considered four letters from parents.
- Questionnaire responses from 25 members of staff were analysed.
|David Speakman, Lead inspector||Additional Inspector|
|Nigel Grimshaw||Additional Inspector|
|Aileen King||Additional Inspector|
Information about this school
- The school is larger than the average-sized primary school.
- A well-above-average proportion of pupils come from a wide range of minority ethnic
- The percentage of pupils who speak English as an additional language is well above average. A
significant number are at the early stages of learning English.
- The proportion of pupils supported by the pupil premium is average. This is additional funding
for pupils known to be eligible for free school meals, children in the care of the local authority,
and those who have a parent serving in the armed forces.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is below average. The proportion supported through school action plus or
a statement of special educational needs is also below average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school runs a breakfast club before school each morning.
What does the school need to do to improve further?
- Increase the proportion of teaching that is outstanding to further accelerate progress at Key
Stage 2 by:
making sure the marking of pupils’ work makes it clear how they can improve and move on to
the next levels
planning tasks that move pupils capable of higher attainment on to the highest levels they are
capable of more quickly.
- Extend opportunities for pupils to practise and apply their learning in mathematics in other
|The achievement of pupils||is good|
- Children start school with knowledge and skills which are typical for children of their age. They
make good progress in their Reception Year in developing secure skills in literacy and
mathematics, and in their personal, social and emotional development. On entry into Year 1,
attainment is just above the national average
- Pupils achieve well through Key Stage 1. In recent years, attainment overall and in reading and
writing has been above the national average, while in mathematics it has been broadly average.
Due to a whole-school focus on improving standards in mathematics, attainment is now above
average in reading, writing and mathematics. Pupils’ books show that pupils of all levels of
attainment make good progress over time. Pupils demonstrate good skills and knowledge in a
range of topics in mathematics, including problem solving, numeracy, shape and graph work.
- Results from national tests in Year 1 to check pupils’ knowledge and understanding of letters and
the sounds they make (phonics) were well above the national average in 2012. This is because
phonics and higher-level reading skills are taught well throughout the school by staff who are
skilled at teaching reading. Pupils use a range of strategies to read tricky words. They can recall
stories and talk about what they have read with understanding. Pupils read widely and enjoy
- About a quarter of the pupils in Year 6 in 2012 joined the school during Key Stage 2. The large
majority of these pupils were at the very early stages of learning English. For those who
completed the key stage, attainment was above average and they made good progress, both in
terms of the proportions achieving expected progress and the percentage exceeding this. Those
pupils from overseas, with no previous test results from Key Stage 1, made good and sometimes
exceptional progress over the time they were in school.
- Pupils continue to achieve well at Key Stage 2. Progress in mathematics has improved this year
and attainment now compares well with that in English. Standards in reading, writing and
mathematics are above average. Pupils in Year 6 are working at levels that are between two
terms and a year ahead of the national average. Pupils in Year 5 are ahead of age-related
expectations by a similar amount. Pupils’ books show they present their work very well. There
are excellent examples of different styles in writing, and of pupils using imaginative vocabulary.
Books show good progress over time across a wide range of topics in mathematics.
- Disabled pupils and those who have special educational needs make good progress because
work and learning methods are matched closely to their individual needs. In-class support by
effective teaching assistants helps move these pupils on quickly.
- Initial progress made by pupils who speak English as an additional language is limited due to
many having little or no English. They receive focused, well-targeted support and once they
have learnt enough English to understand what is being taught in the different subjects, they
make good progress.
- Pupils for whom the school receives the pupil premium funding, last year made similar progress
to others in English but their progress was not as good in mathematics. They did not make fast
enough progress to catch up and remained just over a year behind other pupils in the school in
both English and mathematics. This year, the proportion of pupils in Years 5 and 6 for whom the
school receives pupil premium funding has fallen. Inspection evidence shows these pupils make
good progress and are catching up with the others.
|The quality of teaching||is good|
- Lesson observations, improved progress in mathematics and the school’s checks on teaching
show that teaching is solidly good. During the inspection, teaching was at least good and a small
minority of teaching was outstanding. Some teaching judged as good, had outstanding aspects.
- The good and outstanding teaching comes from teachers planning interesting activities, set into
real-life situations that are highly effective in engaging pupils and getting them involved. Pupils
in Year 2 were given the task of planning the activities for a forthcoming visit to a country park.
They were fully engaged and learned a great deal about time, how to plan its use, and how to
use charts and record information efficiently.
- Teachers have high expectations of their pupils and generally set demanding work. They have
good subject knowledge to skilfully guide and question pupils, who make good and sometimes
outstanding progress. In a particularly effective literacy lesson, in which teaching was
outstanding, older pupils analysed features of poetry and explained the effect of the language
used. Skilful questioning by the teacher moved pupils on rapidly to explaining the feelings and
images created by the poems.
- Teaching assistants provide effective support for pupils, including those who require additional
help, such as those who have special educational needs or those who join the school with limited
English. They break tasks down into small achievable steps so pupils understand what they have
to do. They ask leading questions of pupils, helping them find things out for themselves.
- Teachers are skilled in using information and communication technology to present lessons
clearly so that pupils develop a quick and clear understanding about what is being taught. They
use special projectors to display pupils’ work as it is produced so pupils can see samples of good
work instantly, or make constructive suggestions as to how it can be improved.
- Teachers’ marking of pupils’ work is mostly good and often helpful, but it is not consistent across
the school in giving them good advice for improvement, particularly in mathematics.
- Tasks are most often matched well to pupils’ abilities and enable them to make good progress.
There are occasions when more-able pupils could move straight onto extension work without
completing less challenging activities so they would reach higher levels more quickly.
- Occasionally, teachers do not give equal focus to different groups in planning and delivering
lessons. Sometimes, lessons are aimed at the middle-ability pupils, leaving more-able pupils
under-challenged, and at other times they are aimed at higher-attaining pupils which confuses
pupils of average attainment.
|The behaviour and safety of pupils||are outstanding|
- Pupils have excellent attitudes to learning and approach their learning with enthusiasm and
interest. They try to do their very best, following the examples set by adults and have developed
high expectations of themselves. From a very early age, they learn to take a pride in their work;
their tidy and well-organised books show this.
- Relationships between pupils and adults and among pupils are excellent. In group work, pupils
listen politely to each other and share tasks. Excellent behaviour and attitudes were exemplified
in a practical science lesson in Year 3, where boys and girls from all backgrounds and of all
abilities worked together exceptionally well to make outstanding progress.
- Pupils speak well about behaviour in school and say their learning is rarely disrupted by poor
behaviour. They know how to keep themselves safe, having a good understanding of the
different types of bullying and know what to do if they ever need help. Pupils expressed no
concerns and say that if any instances of bullying were to happen, they are confident they would
be dealt with quickly and effectively. They have a good knowledge of internet safety and of
- Pupils enjoy school. Attendance improved markedly over the last three years and is now well
above the national average. Pupils come to school in good time. Most parents who responded to
the online inspection questionnaire say their children are happy, safe and well looked after, and
that behaviour is good.
|The leadership and management||are good|
- Good leadership and management have ensured the good overall effectiveness reported at the
time of the last inspection has been maintained and further developed to sustain a good quality
of education and good outcomes.
- Robust checks on teaching and pupils’ progress are used effectively by senior leaders to identify
areas in need of improvement and then to develop and implement strategies to improve the
quality of teaching and learning. As a result, teaching has improved so all teaching seen during
the inspection was either good or outstanding. Attainment and progress in mathematics have
both improved this year so standards now match those in English. These significant
improvements show leaders’ capacity to sustain improvement.
- All staff have challenging targets which link to the school’s priorities for improvement and which
are used when assessing their performance. Senior leaders hold teachers to account for the
progress their pupils make at regular reviews of pupils’ progress. The school’s evaluation of
teaching is linked to salary rewards. School records show that salary increases are awarded only
to teachers whose teaching was either good or outstanding and who showed competent skills to
lead key areas of the school’s provision.
- Subject leaders have a positive impact on curriculum planning and on the subsequent outcomes
in their subjects. The curriculum is good and engages pupils’ interest through themed weeks,
interesting topics, a wide range of after-school clubs and a good range of visits and visitors.
There are many opportunities for pupils to practise writing in other subjects, but fewer to
consolidate learning in mathematics. The curriculum makes a significant contribution to pupils’
spiritual, moral, social and cultural development. All individuals are valued and the curriculum
provision ensures that all have equality of opportunity to succeed.
- Provision for pupils’ spiritual, moral, social and cultural awareness is excellent. School assemblies
make a rich contribution to this area of pupils’ development. Assemblies are used very well to
promote the school’s values, to reward the best achievement and to give pupils an opportunity
to celebrate achievements in sports and music for example. The school’s well-established links
with the community mean that pupils develop good social awareness. Pupils are taught to value
others, whatever their background, ability or disability and all are equally respected. Pupils are
encouraged to use their understanding of what is right and wrong to make sensible choices.
- The local authority has an accurate view of the overall effectiveness of the school, having graded
it as one requiring low-level intervention. It supports the school well through governor training,
monitoring the induction of senior staff new to role and working with the mathematics subject
leader to successfully raise standards in mathematics.
- The governance of the school:
The governing body works well with the headteacher in tackling issues identified through
regular checks on teaching and pupils’ progress. Governors were fully involved in the recent
review of teaching and learning and contributed well to developing strategies to act on its
Governors are regular visitors to the school and gain a good knowledge of how well teachers
are doing through first-hand experiences and through the headteacher’s reports. They
understand assessment data clearly and know how well the achievement of pupils compares
with other schools.
They have good levels of relevant expertise and challenge senior leaders on school
improvement. They set clear targets in managing the performance of the headteacher and
staff, making sure teachers’ pay increases are linked to competence.
They make sure statutory requirements are met, including those for safeguarding. They make
wise financial decisions which result in a wide range of good-quality resources for teaching
and learning. They are aware of how funding from the pupil premium is used in supporting
pupils who qualify and of its impact.
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||103447|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|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||406|
|Appropriate authority||The governing body|
|Date of previous school inspection||27 April 2009|
|Telephone number||0121 4641730|
|Fax number||0121 4645058|