Walmley Junior School
phone: 0121 3511346
headteacher: Mr A Pilmore
362 pupils capacity: 99% full
195 boys 54%
165 girls 46%
Last updated: July 30, 2014
Primary — Foundation School
- Education phase
- Establishment type
- Foundation School
- Establishment #
- OSGB coordinates
- Easting: 414279, Northing: 293095
- GPS coordinates
- Latitude: 52.536, Longitude: -1.7909
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 22, 2014
- Region › Const. › Ward
- West Midlands › Sutton Coldfield › Sutton New Hall
- Urban > 10k - less sparse
- Free school meals %
- Trust school
- Is supported by a Trust
- Walmley Infant School B761JB (335 pupils)
- 0.4 miles The Shrubbery School B761HY (242 pupils)
- 0.5 miles The Deanery Church of England Voluntary Aided Primary School B762RD
- 0.5 miles Deanery CofE Infant School B762RD
- 0.5 miles The Deanery Church of England Primary School B762RD (472 pupils)
- 0.9 miles St Gerard's RC Junior and Infant School B356LB (230 pupils)
- 1 mile Topcliffe Primary School B356BS (258 pupils)
- 1 mile Pegasus Primary School B356PR
- 1 mile Pegasus Primary School B356PR (202 pupils)
- 1.1 mile Castle Vale Nursery School B356DU (92 pupils)
- 1.1 mile Minworth Junior and Infant School B769BU (190 pupils)
- 1.1 mile Penns Primary School B721BS (211 pupils)
- 1.1 mile Castle Vale Performing Arts College B357NL
- 1.1 mile Greenwood Academy B357NL (606 pupils)
- 1.2 mile Gunter Primary School B240RU (253 pupils)
- 1.2 mile Bishop Walsh Catholic School B761QT
- 1.2 mile Bishop Walsh Catholic School B761QT (979 pupils)
- 1.4 mile Yenton Junior School B240ED
- 1.4 mile Yenton Infant School B240ED
- 1.4 mile Chivenor Junior and Infant School B357JA (343 pupils)
- 1.4 mile Holy Cross Catholic Primary School B762SP
- 1.4 mile Yenton Primary School B240ED (380 pupils)
- 1.4 mile Chivenor Primary School B357JA
- 1.4 mile Holy Cross Catholic Primary School B762SP (209 pupils)
Walmley Junior School
Walmley Ash Road, Sutton Coldfield, B76 1JB
|Inspection dates||22–23 January 2014|
|Overall effectiveness||This inspection:||Outstanding||1|
|Achievement of pupils||Outstanding||1|
|Quality of teaching||Outstanding||1|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Outstanding||1|
Summary of key findings for parents and pupils
This is an outstanding school.
| Pupils start and leave the school with |
Outstanding leadership and management
The headteacher and senior leadership team
Teaching throughout the school stimulates
Excellent marking in all subjects makes sure
attainment that is well-above average. They
make outstanding progress across all
have sustained high-quality teaching, learning
and achievement since the previous
lead by example. They are excellent role
models for outstanding teaching.
pupils’ curiosity and builds in them a desire to
learn as much as they can. More-able pupils
respond very well and their work is
that pupils build up their skills systematically
in each one.
| The management of the performance of |
Subjects are brought together and taught in an
The school successfully closes gaps in learning
Very occasionally, some less-able pupils find
Pupils’ behaviour is impeccable. Pupils feel very
teaching and support staff is excellent. All
suggestions for improvement are followed up.
Teachers readily help each other to improve.
imaginative way that fosters a real enjoyment
of learning alongside developing pupils’
academic and personal skills.
between different groups of pupils, including
those for whom it receives pupil premium
work too hard because it is not broken down
sufficiently for them.
safe in school and the school makes sure they
know how to keep themselves safe.
|Inspection report:||Walmley Junior School, 22–23 January 2014||2 of 11|
Information about this inspection
- Inspectors visited 28 lessons. These included four that were observed jointly with the
headteacher and senior leaders.
- Inspectors also observed play and lunchtimes, and visited the breakfast club.
- Discussions were held with pupils, governors, staff, and a representative of the local authority.
- The 80 responses to the online questionnaire, Parent View, were also considered, as were the
views parents expressed in informal discussions at the start of the school day.
- Inspectors also analysed the 23 responses to the staff questionnaire.
- A wide range of documents was scrutinised, including information about pupils’ progress and
attendance, the school improvement plan, the school’s self-evaluation document and records
and policies about safeguarding.
- Inspectors also examined the work in pupils’ books, sampled the daily reading sessions and
listened to pupils read in lessons.
|Doris Bell, Lead inspector||Additional Inspector|
|Suha Ahmad||Additional Inspector|
|David King||Additional Inspector|
|Inspection report:||Walmley Junior School, 22–23 January 2014||3 of 11|
Information about this school
- This school is larger than the average-sized primary school.
- The proportion of disabled pupils and those who have special educational needs who are
supported through school action is below average, as is the proportion supported at school
action plus or who have a statement of special educational needs.
- The proportion for pupils for whom the school receives additional funding, known as the pupil
premium, is below average. This funding is, for example, for pupils in local authority care, those
known to be eligible for free school meals and those from services families.
- The proportion of pupils from minority ethnic backgrounds is average, but very few speak
English as an additional language.
- The school has its own before- and after-school club, known as the Early Birds club.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- An acting headteacher and senior leadership team have led and managed the school since
September 2013. The acting headteacher was appointed headteacher during the inspection.
- The school has long supported other local schools in improving teaching and learning.
What does the school need to do to improve further?
- Extend to the few lessons where it does not happen consistently, the excellent practice of
ensuring that the tasks given to less-able pupils are always at the right level to secure their best
|Inspection report:||Walmley Junior School, 22–23 January 2014||4 of 11|
|The achievement of pupils||is outstanding|
- Pupils’ ‘golden books’, where samples of best work in all subjects are kept, very clearly
demonstrate their outstanding progress. Their learning journals show their excellent ability to
reflect on their learning and take it further by themselves.
- Pupils read exceptionally well. They work out how to read new words and readily look them up
to find their meaning so that they can use them later. They have excellent comprehension skills
and a wide range of vocabulary, which they use well in their writing. Grammar, punctuation and
spelling skills are also well-above average.
- Pupils enjoy writing because it almost always has a clear link to something else and, therefore, a
purpose. For example, they work as archaeologists or palaeontologists, recording information in
history and science. They use the texts they are reading, to learn how to use connectives, or
add clauses to simple sentences to make their writing more informative and engaging.
- Pupils have excellent recall of number facts. They know their tables well and use them to
calculate, for example, the sides of a right-angled triangle in Year 6, or the areas of complex
shapes in Year 5.
- Mathematics work is usually related to everyday life, making it real for the pupils. For example,
when Year 6 pupils were learning how to calculate ‘mean’ and ‘average’, their work was linked to
facts about the cost of housing.
- Outstanding artwork throughout the school shows pupils’ skills off really well. Pupils also know
how to use tools safely. They demonstrated this as they made picture frames and as they
created artifacts in preparation for their Roman Museum.
- Pupils use their reading, writing, mathematical and communication skills well in all subjects.
They realise the importance of doing so, understanding, for example, the links between ‘rap’ in
music and ‘rhythm’ in poetry.
- Disabled pupils and those who have special educational needs make the same excellent progress
as other pupils. Their learning is broken down into the smaller steps they need to take to make
that level of progress and they receive excellent support from well-briefed teaching assistants.
- Very occasionally, other less-able pupils find work too hard in lessons because it has not been
broken down enough for them. The progress of more-able pupils is outstanding as was evident
in Year 6, where many were already working comfortably at the higher Levels 5 and 6.
- Pupils from minority ethnic backgrounds make the same excellent progress as that of other
pupils. The school very successfully promotes equality of opportunity and fosters excellent
relationships among all pupils. An example of this is the displays showing where each pupil
comes from on a map of the world, which staff then use to raise all pupils’ awareness of the
richness and diversity of pupils’ cultural backgrounds.
- The few pupils who are eligible for the pupil premium make excellent progress and their
achievement was seen to be equally outstanding alongside that of others. The gap between their
and other pupils’ attainment is narrower than that found nationally. In 2013 they were just over
a term behind in reading, less than a term behind in writing, and two terms behind in
mathematics in a school where pupils are well ahead of the attainment levels in most schools.
Nationally, pupils are around two-and-a-half terms behind in all areas.
|Inspection report:||Walmley Junior School, 22–23 January 2014||5 of 11|
|The quality of teaching||is outstanding|
- Teachers have very high expectations of their pupils. They plan work based on their in-depth
understanding of pupils’ progress and readily change the work set in response to how well pupils
are doing. In lessons, a variety of activities help to build pupils’ learning up step by step.
- Clear explanations and excellent examples of what pupils are expected to learn contribute
greatly to their outstanding progress. The effective use of well-briefed support staff helps
disabled pupils and those who have special educational needs to make excellent progress,
whether working individually or in whole-class sessions.
- Marking is equally outstanding across all subjects. It gives pupils very clear guidance when to do
further examples to show they understand where they may have gone wrong. Pupils always
respond well to marking, even seeking further help if needed.
- Learning is very often based on practical, hands-on activities that engender excitement and
curiosity in the pupils. For example, the excellent use of practical equipment in a Year 5
mathematics lesson helped clarify for many pupils how to measure the area of complex shapes.
However, pupils also learn equally successfully when listening to teachers’ explanations and
- Imaginative teaching draws subjects together. For example, the use of contrasting pieces of
music to show pupils how music can evoke different emotions provided excellent stimulus for
using language to do the same in poetry. As the school turns classrooms into Roman museums,
learning is taking place across virtually all subjects.
- Teachers usually cater equally well for all ability groups. Very occasionally, the work given to
less-able pupils is a bit too hard and they do not make as much progress as they might. For
example, some less-able pupils in Year 4 had too wide a range of connectives to choose from,
did not always choose the right ones and, therefore, wrote sentences that did not make sense.
- Teachers skilfully draw all pupils into lessons, for example, encouraging them to talk to a partner
to clarify their thinking before answering questions, and by giving all pupils an equal chance to
answer. Teachers’ questioning is excellent. It extends pupils’ answers, probes their thinking and
deepens their knowledge and understanding. As a result, pupils always work with determination
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. Pupils, staff, parents and governors all say behaviour is
always excellent, and the minimal number of incidents in the school’s logs bears this out. Pupils
know, understand and appreciate the system of rewards and sanctions, and teaching and
support staff as well as mid-day supervisors apply them consistently.
- The pupils’ thirst for learning is exemplified in their above-average attendance, in how well they
listen to what they are being asked to do, and how quickly they become engrossed in learning
activities. They readily help each other and try to do their best at all times.
|Inspection report:||Walmley Junior School, 22–23 January 2014||6 of 11|
- Pupils are justifiably extremely proud of their school and of their progress. They know the
school’s values by heart and cannot think of anything they would want to change. Behaviour
around school, and at breaks and lunchtimes, is impeccable. Pupils arrive cheerfully at school
each morning looking forward to another exciting day. Breakfast and after-school clubs provide
pupils with a very well-organised start and end to their day.
- The school’s work to keep the pupils safe and secure is outstanding. Leaders ensure that access
to school is very carefully monitored, and pupils are taught about the dangers associated with
drug and alcohol abuse. Pupils learn to cycle safely and to look out for each other.
- Pupils report that bullying is very rare. They know the different forms bullying can take,
including that associated with the internet and mobile phones, and what to do about it. They say
any misdemeanour is dealt with quickly and effectively, and the school is a very safe place.
- Pupils accept responsibility and carry out their roles really well, whether as librarians, school
councillors, or supporting children at the infant school. They eagerly take their own learning
forward, for example planning an investigation to find out about water resistance and the
differences between solids, liquids and gases.
- Pupils use their learning journals exceptionally well to reflect on their weekly learning in different
subjects. The imaginative approach to encouraging pupils to use these journals to take their
learning forward themselves considerably increases their progress.
- There is a high degree of mutual trust and respect between pupils, staff, governors and parents.
Pupils’ understanding of the wider, including global, community of which they are a part, has
improved hugely since the previous inspection.
- Pupils are very enthusiastic about exercise and its importance in keeping healthy. Participation in
sporting activities is high, and includes pupils of all abilities. Pupils can be seen using the outdoor
gym equipment in the morning, at breaks and lunchtimes, and after school. They appreciate the
wider range of sporting activities now available to them, and are proud of their recent successes
in, for example, cross-country events and matches with other schools.
|The leadership and management||are outstanding|
- All leaders and managers are highly ambitious for the pupils. The pursuit of excellence in
everything the school does has sustained pupils’ well-above average attainment over several
years. The headteacher was very well supported by the acting senior leaders during the period
of acting leadership. All kept the school focused on making sure pupils’ progress did not falter.
- Teamwork among the staff is exceedingly strong. Staff readily help each other and, supported
by senior leaders, subject leaders check and help to improve teaching and pupils’ progress, for
example, in the different subjects brought together in topic work.
- Senior leaders’ monitoring of teaching and learning is very astute. Strengths and areas for
improvement are clearly stated, and staff are given clear guidance on how to improve. Staff rise
to the high expectations their leaders have of them. They reflect and assess for themselves how
well their pupils are learning, and respond immediately to any advice and guidance they are
given by senior leaders.
- The headteacher and senior leaders are excellent role models for outstanding teaching. They are
working with staff to make sure they resolve the weaknesses that occasionally arise about
learning for less-able pupils. Through well-targeted training, they have also ensured that subject
leaders know how to check teaching and learning in their subjects, and that they have time to
|Inspection report:||Walmley Junior School, 22–23 January 2014||7 of 11|
- Programmes to help disabled pupils and those who have special educational needs are very
carefully planned and monitored to ensure their success. Many of these pupils catch up with
their classmates after a short period of extra help. Where special educational needs greatly
influence pupils’ learning and well-being, the school works very closely with families and external
agencies to help the pupils do as well as they can.
- Safeguarding procedures meet current requirements. More than the minimum number of staff
are trained in child protection, safer recruitment and first aid to ensure that there is always
someone on the premises to whom staff or pupils can turn for help.
- The school provides an excellent range of learning opportunities for all pupils. Links between
subjects are very strong, and evident in most lessons. The school is well ahead in implementing
the new National Curriculum and ensuring pupils make progress in skills in all subjects. Pupils
are exceptionally well prepared for their move to secondary education.
- Pupils’ progress is tracked meticulously, and pupils understand how what they learn in one
subject helps them in another. Visits, visitors and activities beyond the normal school day widen
pupils’ experiences and bring learning alive for them.
- The school promotes equality of opportunity and tackles any form of discrimination exceptionally
well. Pupils have many opportunities to learn about different faiths and cultures at home and
- The school knows itself very well. Its self-evaluation is succinct and well founded. The
improvement plan derives from it, and translates into targets for staff and pupils. The local
authority uses the school as a valuable asset in school-to-school support. It has not needed to
provide any additional support for it. The previous headteacher was a local leader in education,
and the local authority has every confidence that the new headteacher has the competence to
carry on his work – and he is eager to contribute.
- Sports funding is used wisely. It is being used to promote healthy lifestyles, purchase specialist
teaching to enhance the skills of staff and pupils, widen the range of extra-curricular sport and
increase the school’s participation in competitive sport.
- The governance of the school:
Governors help the school to reach its goals. They check that priorities are being met, ensure
financial controls are in place, and pay close attention to what they call ‘minutiae’, to ensure
that there is no slippage in the school’s work. They use their excellent knowledge of how to
interpret data about pupils’ progress and attainment extremely well to challenge the school
and support improvement. Pupils’ progress is at the heart of everything the governing body
Governors review the headteacher’s performance and check that the management of the
performance of all staff is helping them to improve. They make sure all decisions about pay
are based on staff performance. Through training and by visiting lessons and meeting with
staff and pupils, they keep a keen eye on teaching and its impact on learning.
They are fully involved in making decisions about how to spend pupil premium and primary
schools sports funding. They check how well pupils eligible for the pupil premium are
benefiting from the funding, and have ensured that plans are in place to evaluate the impact
of the sports funding later this year. They hold the school to account very robustly for every
detail of its work.
|Inspection report:||Walmley Junior School, 22–23 January 2014||8 of 11|
|Inspection report:||Walmley Junior School, 22–23 January 2014||9 of 11|
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.
|Inspection report:||Walmley Junior School, 22–23 January 2014||10 of 11|
|Unique reference number||103543|
This inspection was carried out under section 8 of the Education Act 2005. The inspection was also
deemed a section 5 inspection under the same Act.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||359|
|Appropriate authority||The governing body|
|Date of previous school inspection||28 June 2011|
|Telephone number||0121 351 1346|
|Fax number||0121 313 0194|