Turves Green Boys' School
phone: 0121 6754129
headteacher: Mr Simon Franks
625 pupils capacity: 82% full
515 boys 100%
Last updated: July 21, 2014
Secondary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 402115, Northing: 277846
- GPS coordinates
- Latitude: 52.399, Longitude: -1.9703
- Accepting pupils
- 11—16 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 4, 2014
- Region › Const. › Ward
- West Midlands › Birmingham, Northfield › Northfield
- Urban > 10k - less sparse
- Admissions policy
- Main specialism
- Technology (Operational)
- Investor in People
- Committed IiP Status
- Free school meals %
- Learning provider ref #
- 0.1 miles Turves Green Primary School B314BP (395 pupils)
- 0.2 miles Turves Green Girls' School and Technology College B314BP (628 pupils)
- 0.3 miles Albert Bradbeer Junior School B314RD
- 0.3 miles Albert Bradbeer Infant and Nursery Community School B314RD
- 0.3 miles Albert Bradbeer Primary B314RD (427 pupils)
- 0.3 miles Albert Bradbeer Primary B314RD
- 0.4 miles West Heath Nursery School B313HB (88 pupils)
- 0.6 miles The Meadows Primary School B312SW (468 pupils)
- 0.6 miles Cofton Primary School B314ST (237 pupils)
- 0.6 miles St John Fisher Catholic Primary School B313PN (207 pupils)
- 0.7 miles West Heath Infant School B388HU
- 0.7 miles West Heath Junior School B388HU
- 0.7 miles Bournville College of Further Education B312AJ
- 0.7 miles West Heath Primary School B388HU (369 pupils)
- 0.9 miles St Brigid's Catholic Primary School B315AB (454 pupils)
- 0.9 miles St Columba's Catholic Primary School B458TD (202 pupils)
- 1.1 mile Wychall Farm Junior School B313EH
- 1.1 mile Wychall Farm Infant School B313EH
- 1.1 mile Fairway Primary School B388XQ
- 1.1 mile Rathvilly School B312NB
- 1.1 mile Wychall Primary School B313EH (418 pupils)
- 1.1 mile Fairway Primary School B388XQ (198 pupils)
- 1.2 mile Bellfield Infant School (NC) B311PT (231 pupils)
- 1.2 mile Bellfield Junior SU School B311PT (205 pupils)
Turves Green Boys’ School
Turves Green, Northfield, Birmingham, B31 4BS
|Inspection dates||4–5 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Previous inspection:||Requires improvement||3|
|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
| The school’s leaders have established a |
Students develop good knowledge, skills and
Teachers are knowledgeable and enthusiastic
Students work hard and behave well. The
strong climate for learning, which has led to
improvements in the quality of teaching and
examination results for students.
understanding in most subjects and
particularly in English. Their GCSE results
reflect good progress from low starting
about their subjects and work well together
to develop their skills.
school is a harmonious community where
students get on well and are respectful of
each other and of adults.
| Senior leaders’ accurate evaluation of the |
Students enjoy a rich range of learning
Governors understand the school well. They
school’s strengths and weaknesses is leading
to improving achievement for all groups of
experiences to match their abilities and
personal interests. Spiritual, moral, social and
cultural aspects of learning are well developed
and students support many charities.
give good support to leaders, and ask them
searching questions about the school’s
performance to make sure it continues to
| Not enough students are exceeding nationally |
expected progress in all subjects by the time
they leave school.
| Some students, particularly those who learn |
more quickly than others, are not always given
work that is demanding enough
Information about this inspection
- Inspectors observed 32 lessons, including 14 seen jointly with senior staff. Inspectors also
looked carefully at students’ work and listened to them read.
- Inspectors observed behaviour around the school and in the playground, visited the library and
dining hall and had numerous conversations with students at work and at play.
- Meetings were held with the headteacher and other members of the senior leadership team,
groups of subject staff, members of the governing body and a representative from the local
- The inspection team looked carefully at a number of school documents, including the school’s
own evaluation of how well it is doing, the school development plan, behaviour andsafeguarding
documents, records of the school’s lesson observations, and information about students’
achievement, attendance and exclusions.
- Inspectors also considered the 38 responses to the online questionnaire (Parent View), along
with the views expressed in the 30 questionnaires returned by staff.
|Huw Bishop, Lead inspector||Additional Inspector|
|Carol Worthington||Additional Inspector|
|Lynn Williams||Additional Inspector|
Information about this school
- The school is smaller than the average-sized secondary school.
- Almost all students are White British.
- The proportion of students eligible for the pupil premium, which is additional funding for
students who are known to be eligible for free school meals or looked after by the local
authority, is higher than average.
- Nineteen Year 7 students are eligible for catch-up funding, which is for students who did not
attain Level 4 in English or mathematics at the end of primary school.
- The proportions of students who are disabled or have special educational needs supported
through school action, school action plus or a statement of special educational needs are all
- A small number of students have placements when they need particular support at Bournville
College, Southside Vocational Centre and Oakdale Behaviour Centre.
- The school meets the government’s current floor standards, which set the minimum expectations
for students’ progress and attainment by the end of Year 11.
- The current headteacher took up post in January 2013.
What does the school need to do to improve further?
- Raise achievement and help more students to exceed nationally expected progress, by:
providing work in lessons that challenges and extends all groups of pupils
in particular, helping those who learn more quickly to make the progress necessary to reach
the highest GCSE grades.
|The achievement of pupils||is good|
- When students join the school, many are working below the standards expected nationally for
their age in most subjects. They make good progress and the proportion of students gaining five
or more GCSEs at grades A* to C including English and mathematics is above the national
average. Information about the progress of students currently in the school suggests that the
2014 results are on track to improve further.
- Students do well in English. In 2013 the proportion of Year 11 students who had made nationally
expected progress was above average, although the proportion who had exceeded expected
progress was broadly average. Progress in mathematics has not been as fast in the past, and the
school has focused particular attention on this subject. This has been successful, and current
information shows that progress has improved this year. Students are not entered early for
- The school carefully checks how well students who are known to be eligible for the pupil
premium are doing, and uses the funding well to support them. In 2013, they were on average
one GCSE grade behind their classmates in both English and mathematics, although they were
one third of a grade ahead of similar students nationally and the proportion making expected
progress was well above average for this group. There is still a gap in the percentage achieving
five A* to C grades including English and mathematics, but school data show it is closing quickly
because they are making good progress.
- The Year 7 students supported by the catch-up funding do well in English and mathematics so
that they develop the skills necessary to help them to succeed. Some make outstanding
- The school is using good strategies to improve students’ literacy skills. Many students regularly
visit the library and a variety of activities and events help to develop a love of reading. The use
of extended writing assignments in some departments, but particularly in design and technology,
gives students the opportunity to illustrate their understanding of practical assignments in a
mature and developmental way. This practice is being replicated in other subjects.
- Students who have physical disabilities and other special educational needs make good progress
because of the very strong individual support they are given. Teachers and other adults plan
work very carefully that is suitable for each student.
- The most able students make good progress in a number of subjects. This is a result of activities
to raise aspirations such as the ‘Sky High Challenge’ question set in all lessons. In a few lessons,
however, these students finish their work quickly because the work they are given is not hard
- Students are well prepared for the next stage of their education, training or employment
because they develop good skills in reading, writing, communication and mathematics. They
receive good advice and guidance from a specialist adult about the choices available to them.
- A few students learn at places away from school when they need particular support to help them
engage better in their learning. They achieve well because they benefit from learning activities
and support that are matched closely to their abilities. The school regularly checks their
attendance and how well they are doing.
|The quality of teaching||is good|
- Teachers’ subject knowledge is very strong and they use a range of strategies and interesting
resources to motivate students well and keep them focused on learning.
- Relationships between teachers and students are very good and this mutual respect promotes
an atmosphere in classrooms where students want to learn and do well.
- Teachers ask probing questions and use discussion well to develop students’ thinking and check
that they understand the work. In a Year 10 geography lesson, students were asked to use a
‘spinner’ to generate words to start the questions they wanted to ask about the ‘one child’ policy
in China. As well as acquiring knowledge and understanding, every opportunity to develop
reading, writing and communication skills was fully exploited by this imaginative task.
- Students are given opportunities to mark their own work and the work of classmates. They do
this well when they are given clear guidance on what to look for and how to improve their work.
In a Year 10 English lesson exploring ideas through poetry, this led to students checking their
own ideas about the symbolism used in poetry very effectively. The students’ marking was also
checked carefully by the teacher.
- Students are very aware of the targets their teachers have set them. This is because teachers
link the aims of the lesson closely to students’ targets and the grades they are working towards.
- Teachers typically plan learning well and make good use of the detailed information about the
progress of individual students to ensure they can learn quickly. Just occasionally, this does not
extend to the most able students.
- Subject departments use a GAP (Green, Amber and Pink) strategy in lessons to match work to
students’ abilities. Students choose which level of work they are comfortable with and can also
choose work that makes them think harder. This empowers students in their learning and helps
them to take responsibility for it.
|The behaviour and safety of pupils||are good|
- The behaviour of students is good. They behave well in lessons and their engagement and
enthusiasm for learning lead to the good progress they make. Very little time is wasted in
lessons managing behaviour.
- Students are respectful towards each other, their teachers and other adults who work alongside
them. They support each other’s learning by working well together. They behave well around
the school, including in the busy dining hall, corridors and playground.
- Students are well prepared for their lessons, bring the correct equipment and arrive on time.
They settle down to work quickly. In a small minority of lessons where the teaching does not
fully engage students’ attention, some do not work as hard as they could but staff still make
sure they do not misbehave.
- Attendance is above the national average and students come to school on time. Exclusion rates
for all student groups have reduced as a result of effective action taken by leaders, and are now
below the national average. Initiatives to achieve this have had a clear impact on behaviour and
progress, as students are better able to be fully involved in their learning.
- The school’s work to keep students safe and secure is outstanding. Students say they feel safe
in school. The school works effectively with a range of external agencies. For example, school
staff are part of the local police panel, so they are aware of any student in the community who
may be at risk and are able to provide specific support.
- Students are taught about ways to keep themselves safe when using the internet, as well as
when they are outside the school community. Appropriate risk assessments are detailed.
- All students spoken to by inspectors said that bullying is rare and were clear that if it does
happen, it is dealt with quickly and effectively. They showed a mature awareness and
understanding of the many forms of bullying and confirmed that homophobic or discriminatory
language would not be tolerated within their community.
- Students appreciate the school system where they can report any concerns at home or school
through their mobile phone because they know it will be followed up immediately. The support
offered to students is very strong and staff work effectively to ensure equality of opportunity for
|The leadership and management||are good|
- Since the last inspection, the headteacher and senior leaders have taken effective action to
improve the quality of teaching and learning. A successful focus on tackling weaker aspects of
achievement among particular groups of students has contributed to the good progress made by
- Subject leaders share in this drive for improvement and are very effective. They feel that they
are empowered to make improvements in their own subject areas.
- Teachers are well supported by senior leaders and subject leaders to help them develop and
deliver their skills. Inspectors confirmed the accuracy of the school’s own evaluation of the
quality of teaching.
- A carefully planned programme of training and coaching for teachers keeps a clear focus on
improving learning for all students and sharing teaching approaches that help students to learn
better. This contributes well to the good progress made by students.
- Teachers are set demanding performance targets and are supported to achieve them through
training and sharing best practice with each other. The link between the achievement of
students and teachers’ pay rises and promotion is clear. Staff morale is high.
- The curriculum guides students effectively towards GCSE or equivalent courses, with a direct
impact on their progress and individual chances of success. It is enriched by an extensive
programme of activities, visits and opportunities for students to take responsibility during and
beyond the school day.
- The development of spiritual, moral, social and cultural aspects of students’ learning is effective.
Students explore a range of related issues through cultural visits, presentations and ‘themed’
days as well as visual displays around the school and direct references in lessons. In a Year 10
GCSE art lesson, students were encouraged, through reflection, to develop personal responses
to a range of cultural, social and political artwork. This was highly effective and the students’
responses were very mature.
- A strong focus on working with parents supports students’ improved progress and behaviour.
Activities to promote attendance and help parents to support students with their learning at
home are having a good effect on their progress in school.
- The local authority has provided support for leaders and activities to improve teaching and
learning. Staff at all levels have responded well to this. The school’s leaders make a strong
contribution to a number of local networks and partnerships.
- Safeguarding meets statutory requirements.
- Governance of the school:
The governing body is well organised. Governors are highly skilled, know the school well and
are committed to ensuring that it continues to improve. They have reviewed the impact of
their work and undertaken training to sharpen their monitoring of the school’s performance.
Governors visit the school regularly, and individual governors are linked to key aspects of
school improvement. They know the school’s weaknesses as well as its strengths. They use a
variety of different sources, including face-to-face interviews with key staff, to gain
information on the performance of both staff and pupils to hold leaders to account. They ask
searching questions and understand how setting targets for teachers contributes to the
progress made by students.
Governors monitor the effective use of resources well, including additional funds provided to
support particular groups of students. Governors also have a very strong representation in the
local community and use this to monitor local opinion of the school’s success.
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||103500|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Secondary|
|Age range of pupils||11–16|
|Gender of pupils||Boys|
|Number of pupils on the school roll||522|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 March 2013|
|Telephone number||0121 675 4129|
|Fax number||0121 675 3705|