Tividale Hall Primary School
Headteacher: Mrs Pam Willetts
453 pupils, Mixed
|Unique Reference Number||103960|
|Inspection dates||17–18 March 2009|
|Reporting inspector||Judi Bedawi|
This inspection of the school was carried out under section 5 of the Education Act 2005.
The registered childcare, managed by the governing body, was inspected under section 49 of the Childcare Act 2006.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number on roll|
|Appropriate authority||The governing body|
|Date of previous school inspection||21 September 2005|
Date of previous funded early education|
|Not previously inspected|
|Date of previous childcare inspection||Not previously inspected|
|School address||Regent Road|
|Oldbury B69 1TR|
|Telephone number||01384 254865|
|Fax number||01384 459421|
|Inspection dates||17–18 March 2009|
© Crown copyright 2009
The inspection was carried out by three additional inspectors.
Tividale Hall is a large, two-form entry, urban primary school. The Early Years Foundation Stage is for children from three years old, with part-time Nursery provision for 60 children and two Reception classes for 60 children. The percentage of pupils with learning difficulties and/or disabilities is broadly average. Most pupils are from White British families. There is onsite before- and after-school provision that is not managed by the governing body and was inspected separately. The school has many awards, including Healthy School, Activemark and Artsmark Gold awards, Eco Level 1 and the Marjory Boxall Nurture award.
Overall effectiveness of the school
Tividale Hall is a good school. It provides a good quality of education because it is successfully focused on raising pupils' aspirations, enabling them to make good progress, no matter what their needs or abilities. The forward-thinking headteacher, her senior leaders and governors work as an effective team and leadership and management at all levels are good. Leaders share with staff any new initiatives or ideas that will positively impact on pupils' learning and enjoyment. This ensures ongoing momentum. The excellent, pupil-devised 'Learning Detectives' is a vibrant example. Alongside other responsibilities such as behaviour monitoring by playground buddies, pupils make an outstanding contribution to the warm and caring learning atmosphere of their school community. Pupils are well prepared for the next stage of their education and the world of work.
Pupils say 'it is a friendly school' and inspectors agree with them. It is very clear that pupils love school and their attendance is good, as is their personal development. This is seen in the way they treat each other, staff and visitors with courtesy and respect. Their behaviour is good and pupils say, 'You feel safe and there is no bullying.' Teaching is effective, with a good impact on pupils' learning, understanding and academic guidance. Pupils know how well they are doing and what they need to do to improve their own work and progress. In a very few lessons, most evident in Years 3 to 6, pupils are offered less challenge and the pace of learning is too slow. Pupils' achievement is good. Thorough analysis and an accurate interpretation of data and detailed tracking of performance are the backbone of pupils' learning. Any dips in individual performance are quickly identified. Standards are above average by the end of Year 6.
The good curriculum captures pupils' interest well, embedding basic skills from the time children arrive at school. Work is linked closely to development priorities and English and mathematics standards have improved. Enrichment and extended day activities are much enjoyed. Physical education is a strength and contributes well to pupils' excellent understanding of healthy lifestyles. Provision in the Early Years Foundation Stage is good. However, the outdoor curriculum for the youngest children in the school does not yet provide them with fully independent access to play and learning.
Pastoral care and support, including nurture groups for the youngest children and mentor support for older pupils' well-being, is good. The safeguarding of pupils meets current government requirements. Almost all parents appreciate the school's work. 'We are very happy with our child's progress,' and, 'The school undertakes new and innovative ventures – it is good to get children involved,' reflect the views of the majority.
The school is moving on well and has a good capacity to make further improvements. This is clearly demonstrated, for example, by the significant recent improvements in standards and pupils' achievement.
Effectiveness of the Early Years Foundation Stage
Children currently join Nursery at levels that are broadly as expected for their age in most areas of learning. They arrive eager to greet their teachers and learning support staff. As one parent stated, 'My child only comes to school because she absolutely adores the staff.' Children are ready for the well planned and resourced play and learning activities currently linked to Jack and the Beanstalk. Staff fully understand how to support, nurture and develop children's emotional and learning needs, seen in focused 'family groups' where children imagine what their magic bean would become. They enjoy making some early attempts at writing letters for their class big book. Well-known routines help children feel secure so they enjoy discovering new skills and their confidence grows, enriching their personal development. Teaching, particularly the use of questioning, is good. Children behave well and listen carefully, so that they make good progress from their differing starting points as they move into Year 1, with children achieving above average standards. There is a good balance between child- and adult-led play and learning. Although children use the outdoor area, they do not have independent access whenever they wish. This is recognised by the school as an area for development. Leadership and management, temporarily overseen by the headteacher, are good. Tracking, assessment monitoring and the evaluation of children's progress are accurate and used well in planning activities to meet individual needs. Partnerships with parents are well established.
Achievement and standards
Pupils' achievement is good and standards are above average in English, mathematics and science. Current Year 6 pupils have made good gains because they started school with attainment below the expected levels and below average standards as they entered Year 1. Standards are above average in reading, writing and mathematics in Year 2. This represents good progress in relation to their starting points. Good intervention programmes, led by skilled learning support assistants, effectively ensure that pupils with learning difficulties and/or disabilities maintain good progress.
Personal development and well-being
Pupils arrive happy, smiling and enjoying being part of a caring community that is focused on learning. Their attendance is good. Pupils work hard and rise to the good challenges seen in most lessons. This leads to high levels of enjoyment and motivation. Pupils have a keen awareness of environmental issues. The responsible Eco warriors recycle rubbish and grow vegetables, contributing to pupils' excellent adoption of healthy lifestyles combined with involvement in many sports. They know how to stay safe and are aware of internet safety and the dangers of smoking and drugs. Behaviour and relationships are good and pupils look out for each other well. Pupils' spiritual, moral, social and cultural development is good and reflected through their relationships with each other and the tolerance shown when other pupils need support.
The way that pupils contribute to their school and the wider community is outstanding. Pupils value the diversity of British culture and that of other nations, and there are many overseas links. There is innovative pupil responsibility and independence in learning, through the 'Learning Detectives'. Pupils decided to improve their learning and discovered that visiting lessons and then advising teachers about what helps them to learn best makes a very real difference. This initiative is having a most positive impact on improving learning and progress.
Quality of provision
Teaching and learning
The seamless partnership between teachers and their skilled learning support assistants is strong. Relationships are good and pupils respect their teachers. This supports pupils' progress and confidence well, including those with learning difficulties and/or disabilities. Teachers plan activities carefully using the good assessment information available to them. Subject knowledge is good, leading to effective questioning and challenging learning strategies that encourage pupils' thinking skills well. In the main, pupils' individual needs are addressed well, particularly through good Year 6 teaching strategies. In the very few less effective lessons in Years 3 to 6, the level of challenge is too low, with far too much time spent in 'teacher talk'. This slows pupils' progress.
Curriculum and other activities
French is included in the balanced curriculum that meets pupils' needs well. Science week and other themed weeks, such as international week, help to enhance pupils' understanding of the wider community. Creativity is well developed, with the school orchestra performing locally, and a group of talented gymnasts make good use of facilities and tuition at a local secondary school. Opportunities to explore British and multicultural diversity are well promoted in subjects such as history and geography. Pupils' personal development is strengthened by good provision for drugs and stranger-danger education. The school is aware of elements of the curriculum that need more focus such as outdoor classroom provision in the Early Years Foundation Stage. Children have less choice about when they can learn outdoors. Enrichment through many clubs, activities, visits and visitors brings learning to life and is a strong feature.
Care, guidance and support
The school is calm and orderly, with a positive impact on the good quality pastoral care and support extended to pupils and their families. Access to external expertise is available as needed and has a good impact on pupils' learning. Good learning mentor support for pupils who sometimes have to cope with difficult situations or who need strategies to help them manage their behaviour is successful. Individual learning plans meet the needs of pupils with learning difficulties and/or difficulties well. Academic guidance is good overall, based on accurate assessment and regular shared review of pupils' learning combined with good systems for tracking individual progress. As a result, pupils can measure their own progress against national averages and really know where they are and what they need to do to move on. Challenging targets are set to ensure that this is achieved so that good progress is sustained. Occasionally, teachers' marking does not provide sufficient information on how to reach the targets. Effective pupil self-assessment strategies are well embedded.
Leadership and management
The headteacher works openly in sharing school development strategies not only with her able senior leaders and middle managers but with all staff, involving them fully in the process of monitoring, evaluating and reviewing school performance. This leads to sharing of high expectations clearly focused on raising standards and achievement at all levels, including teaching. The Early Years Foundation Stage does not have a substantive manager at present. The way that new initiatives are eagerly grasped and piloted to benefit pupils is a key feature of the school's drive to extend its performance. If strategies are not successful, then they are abandoned. The governing body has good skills and experience, knows the school well and is not afraid to challenge school leaders. The school's evaluation and knowledge of itself is good, with clear awareness of what and how it needs to move on. Analysis of achievement data to identify improvement areas is finely tuned. The school development plan is a good working document with clear priorities. Attention to equality, diversity and community cohesion is good with action plans in place and well reflected in policy and practice. Partnerships are strong, particularly through the school cluster and internationally, with staff going on exchange visits. Parental involvement is good. Finances are carefully used and managed.
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk.|
|Key to judgements: grade 1 is outstanding, grade 2 good, grade 3 satisfactory, and grade 4 inadequate.||School Overall|
|How effective,efficient and inclusive is the provision of education,integrated care and any extended services in meeting the needs of learners?||2|
|Effective steps have been taken to promote improvement since the last inspection||Yes|
|How well does the school work in partnership with others to promote learners' well-being?||2|
|The capacity to make any necessary improvements||2|
|How effective is the provision in meeting the needs of children in the EYFS?||2|
|How well do children in the EYFS achieve?||2|
|How good is the overall personal development and well-being of the children?||2|
|How effectively are children in the EYFS helped to learn and develop?||2|
|How effectively is the welfare of children in the EYFS promoted?||2|
|How effectively is provision in the EYFS led and managed?||2|
|How well do learners achieve?||2|
|The standards¹ reached by learners||2|
|How well learners make progress, taking account of any significant variations between groups of learners||2|
|How well learners with learning difficulties and/or disabilities make progress||2|
|How good are the overall personal development and well-being of the learners?||2|
|The extent of learners' spiritual, moral, social and cultural development||2|
|The extent to which learners adopt healthy lifestyles||1|
|The extent to which learners adopt safe practices||2|
|The extent to which learners enjoy their education||2|
|The attendance of learners||2|
|The behaviour of learners||2|
|The extent to which learners make a positive contribution to the community||1|
|How well learners develop workplace and other skills that will contribute to their future economic well-being||2|
|How effective are teaching and learning in meeting the full range of learners' needs?||2|
|How well do the curriculum and other activities meet the range of needs and interests of learners?||2|
|How well are learners cared for, guided and supported?||2|
|How effective are leadership and management in raising achievement and supporting all learners?||2|
|How effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality of care and education||2|
|How effectively leaders and managers use challenging targets to raise standards||2|
|The effectiveness of the school's self-evaluation||2|
|How well equality of opportunity is promoted and discrimination eliminated||2|
|How well does the school contribute to community cohesion?||2|
|How effectively and efficiently resources, including staff, are deployed to achieve value for money||2|
|The extent to which governors and other supervisory boards discharge their responsibilities||2|
|Do procedures for safeguarding learners meet current government requirements?||Yes|
|Does this school require special measures?||No|
|Does this school require a notice to improve?||No|
19 March 2009
Inspection of Tividale Hall Junior and Infant School, Tividale, B69 1TR
You gave us all such a lovely welcome and were so polite and helpful when we visited your friendly school recently. You really helped us a great deal by telling us so much about your school, so thank you.
We know that you will happily help your teachers with these challenges by saying if work is too easy and telling teachers how you like to learn.