School etc

St Edward's Catholic Primary School

St Edward's Catholic Primary School
Greenland Road
Selly Park
West Midlands

phone: 0121 4641730

headteacher: Mr T Hughes

school holidays: via Birmingham council

413 pupils aged 4—10y mixed gender
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 %

rooms to rent in Birmingham

Schools nearby

  1. 0.2 miles Selly Park Technology College for Girls B297PH (679 pupils)
  2. 0.4 miles Moor Green Infant School B138QP
  3. 0.4 miles Raddlebarn Primary School B297TD (463 pupils)
  4. 0.4 miles Moor Green Junior School B138QP
  5. 0.4 miles Moor Green Primary B138QP
  6. 0.4 miles Moor Green Primary School B138QP (277 pupils)
  7. 0.7 miles Tiverton Junior and Infant School B296BW
  8. 0.7 miles Tiverton Academy B296BW (217 pupils)
  9. 0.8 miles Selly Oak Nursery School B296BP
  10. 0.8 miles King Edward VI Camp Hill School for Girls B147QJ
  11. 0.8 miles King Edward VI Camp Hill School for Boys B147QJ
  12. 0.8 miles King Edward's School B152UA (847 pupils)
  13. 0.8 miles King Edward VI Camp Hill School for Girls B147QJ (866 pupils)
  14. 0.8 miles King Edward VI Camp Hill School for Boys B147QJ (725 pupils)
  15. 0.8 miles Selly Oak Nursery School B296BP (78 pupils)
  16. 0.9 miles Stirchley Community School B302JL (219 pupils)
  17. 0.9 miles King Edward VI High School for Girls B152UB (562 pupils)
  18. 0.9 miles Selly Oak Trust School B296HZ (349 pupils)
  19. 0.9 miles University of Birmingham B152TT
  20. 1 mile Bournville Junior School B301JY (380 pupils)
  21. 1 mile Bournville Infant School B301JY (269 pupils)
  22. 1 mile Queensbridge School B138QB (696 pupils)
  23. 1 mile Uffculme School B138QB (134 pupils)
  24. 1 mile Cherry Oak School B296PB (78 pupils)

List of schools in Birmingham

School report

St Edward's Catholic Primary


Greenland Road, Selly Park, Birmingham, B29 7PN

Inspection dates 13–14 June 2013
Overall effectiveness This inspection: Good 2
Previous 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
good progress.
practise their mathematical skills in some
other subjects.
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.

Inspection team

David Speakman, Lead inspector Additional Inspector
Nigel Grimshaw Additional Inspector
Aileen King Additional Inspector

Full report

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

Inspection judgements

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
    potential risks.
  • 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 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 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.

School details

Unique reference number 103447
Local authority Birmingham
Inspection number 412994

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
Chair Paul Nutt
Headteacher Tim Hughes
Date of previous school inspection 27 April 2009
Telephone number 0121 4641730
Fax number 0121 4645058
Email address reveal email: enqu…


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