Warren Farm Primary School Closed - academy converter June 30, 2012
phone: 0121 *** ***
headteacher: Mrs Goodwin
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Close date
- June 30, 2012
- Reason closed
- Academy Converter
- OSGB coordinates
- Easting: 408468, Northing: 293748
- GPS coordinates
- Latitude: 52.542, Longitude: -1.8766
- Accepting pupils
- 3—11 years old
- Ofsted last inspection
- Nov. 29, 2010
- Region › Const. › Ward
- West Midlands › Birmingham, Erdington › Kingstanding
- Urban > 10k - less sparse
- Warren Farm Primary School B440DT (324 pupils)
- 0.1 miles Christ The King Catholic Primary School B440QN (387 pupils)
- 0.3 miles Kingsthorne Primary School B440BX (367 pupils)
- 0.4 miles Story Wood School and Children's Centre B235AJ (235 pupils)
- 0.4 miles Hawthorn Primary School B448QR (211 pupils)
- 0.5 miles Goodway Nursery School B448RL (92 pupils)
- 0.5 miles The College High Specialist Arts School B440HF
- 0.5 miles TLG North Birmingham B449SH (9 pupils)
- 0.5 miles North Birmingham Academy B440HF (974 pupils)
- 0.6 miles Kings Rise Community Primary School B440JL
- 0.6 miles Twickenham Primary School B440NR
- 0.6 miles Kings School B440JN
- 0.6 miles Kings Rise Academy B440JL (237 pupils)
- 0.6 miles Twickenham Primary School B440NR (475 pupils)
- 0.7 miles Greenholm Primary School B448HS
- 0.7 miles Cardinal Wiseman Catholic Technology College B449SR (549 pupils)
- 0.7 miles Wilson Stuart School B237AT
- 0.7 miles Wilson Stuart School B237AT (162 pupils)
- 0.7 miles Greenholm Primary School B448HS (417 pupils)
- 0.8 miles Maryvale Catholic Primary School B449AG (215 pupils)
- 0.8 miles St Margaret Mary RC Junior and Infant School B237AB (234 pupils)
- 0.8 miles Oscott Manor School B449SP (75 pupils)
- 0.9 miles Short Heath Primary School B235JP
- 0.9 miles North Birmingham College B448NE
Warren Farm Primary School
|Unique Reference Number||103197|
|Inspection dates||29–30 November 2010|
|Reporting inspector||Andrew Stafford|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Nu mber of pupils on the school roll||282|
|Appropriate authority||The governing body|
|Date of previous school inspection||6 May 2008|
|School address||Aylesbury Crescent|
|Telephone number||0121 373 3885|
|Fax number||0121 382 3409|
|Inspection dates||29–30 November 2010|
This inspection was carried out by three additional inspectors. They observed 11 teachers
and saw 18 lessons. Inspectors observed one assembly and held discussions with staff,
parents and carers, groups of pupils and members of the governing body. They looked at
pupils' books and viewed a wide range of documentation including school policies,
curriculum planning, self-evaluation information, improvement planning, safeguarding and
welfare arrangements and records of pupils' progress. Questionnaires returned by 52
parents and carers, 100 pupils and 28 members of staff were analysed.
The inspection team reviewed many aspects of the school's work. It looked in detail at the
- How consistent is the progress made across year groups?
- How effective is the action being taken to raise standards in writing?
- What is the impact of assessment procedures on the progress of the most able?
Information about the school
This is an average-sized primary school. The school has an Early Years Foundation Stage
that caters for children in the Nursery before they move to Reception classes. The
proportion of pupils known to be eligible for free school meals is well-above average.
Pupils represent a wide range of ethnic groups alongside those of White British heritage.
The largest ethnic groups are from mixed race heritage, with small proportions from Black
African and Black Caribbean heritage. A small minority speak English as an additional
language, a few of whom are in the early stages of learning the language. The proportion
of pupils with special educational needs and/or disabilities is below average. The school
has gained national recognition for its work in several areas, including Healthy Schools
status, and it holds the Investors in People Bronze award for its work in promoting the
responsibilities, accountability and professional development of staff.
|Overall effectiveness: how good is the school?||2|
|The school's capacity for sustained improvement||2|
Warren Farm Primary School is a good school. It is a school in which pupils feel safe and
valued because staff know them really well and provide excellent levels of care. As a
result, pupils enjoy coming to school and derive great benefit from the welcoming and
supportive learning environment.
Pupils take pride in the range of jobs that they carry out, such as being members of the
school council, helping others in their roles as 'Playground Pals', and 'Green Hats' who act
as eco-warriors . Their consistently outstanding behaviour acts as encouragement for
others to contribute to the school's positive ethos. The eager attitudes to learning are
underpinned by good spiritual, moral, social and cultural development. Pupils develop a
good understanding of how to lead a healthy lifestyle and take part in a wide range of
An effective Early Years Foundation Stage enables children to make a good start to school.
Due to careful early assessments, which are particularly important for those who speak
English as an additional language, children begin to make good progress immediately. This
good progress continues as pupils move through the school and standards at the end of
Year 6 are broadly average, and rising in reading and mathematics. This is confirmed both
by reliable school tracking information and the work inspectors observed across the
school. However, because of weaknesses in writing, standards in English are not rising as
quickly as those in mathematics. This is particularly the case at the higher levels because
teacher's assessments are not having sufficient impact on planning work that is well
matched to the more able pupils. Contributing to this is the unevenness in the attention
given to the development of writing skills such as handwriting, spelling and punctuation
across the curriculum. In addition, pupils' have a varying awareness of success criteria.
The effective use of assessment information to identify where additional teaching will be
most beneficial makes a significant contribution to pupils' good achievement. One
particularly notable aspect of the school's care for individual pupils is the effective support
provided for those who may be in vulnerable circumstances; this ensures that they keep
up with classmates.
An outstanding feature of the school's provision is the vast range of partnerships that the
school engages with to provide a vibrant and stimulating curriculum. This makes a
significant contribution to pupils' good progress. Another strong feature is the extent to
which use is made of the rich diversity of cultures within the local community. This is
based on a well-informed analysis of what skills pupils need and how best they can be
acquired. Because much has been done to improve the quality of teaching and learning,
most teaching is good and some is outstanding. However, the quality is not consistent
throughout the school. There is more still to do to ensure that pupils in all classes are
provided with activities that consistently challenge them. In some lessons, pupils spend
too much time passively listening to lengthy introductions and teachers' questioning does
not challenge and extend their thinking well enough. In these lessons, too few checks are
made on pupils' progress so that learning can be moved on more rapidly.
Since the last inspection, the headteacher, with the strong support of all staff and others
with leadership responsibilities, has steered the school forward very effectively. The
strategies put in place to tackle the school's improvement priorities are proving successful
and the school's good overall effectiveness has been sustained since the last inspection.
The school's view of itself is accurate and its record of raising achievement shows it is well
placed to build on its strengths and has a good capacity to improve further.
What does the school need to do to improve further?
- Improve pupils' writing by systematically building basic handwriting, punctuation
and spelling skills in all subjects by:
raising pupils' awareness of success criteria.
- Make all teaching good or better and accelerate pupils' progress by ensuring that:
lesson introductions are not too long and that pupils are actively engaged from
learning tasks are appropriately challenging and matched to the attainment levels
teacher's questioning challenges and extends pupils' thinking and reasoning skills.
|Outcomes for individuals and groups of pupils||2|
When children join the Nursery, the skills of many in all areas of learning are below those
usually found in children of their age. Some have limited knowledge of English.
Nevertheless, because the school is very attentive to individual needs, effective adult
support ensures that learning is good for all groups of pupils. As a result, by the time
pupils enter Year 1, nearly all are well on the way to achieving the early learning goals,
although weaknesses in communication, language and literacy remain. Because close
attention is paid to pupils' individual needs as they move through the school, inspection
evidence shows that pupils who speak English as an additional language, those with
special educational needs and/or disabilities, or from different ethnic backgrounds, all
progress equally well and standards are rising. This is particularly evident in reading and
mathematics where pupils are responding particularly well to challenging teaching. Good
achievement was exemplified in a Year 6 lesson where pupils clearly enjoyed tackling a
series of increasingly difficult mental mathematical problems. Plans to share the skills of
excellent teaching are being developed to bring about similar improvements in English.
The few pupils who join the school other than in the Early Years Foundation Stage are
helped to settle quickly and make good progress.
Pupils are considerate of each other and their excellent behaviour helps to make the
school the calm, harmonious and welcoming place it is. The overwhelming majority report
that they feel safe at school and are confident that they can turn to an adult to sort out
any concerns. They report that, whilst bullying is rare, they fully trust the adults in the
school and know that someone will help them if needs arise. Pupils demonstrate a good
awareness of how to avoid risks, whether using the internet or during their journeys to
and from school. Pupils contribute well to the school and wider community in many ways,
for example, through raising money for charitable causes. Attendance is above average
because of the firm action being taken with regard to requests for absence in term time. A
particularly strong feature of pupils' personal development is the way in which pupils
readily relate to those from different cultural and religious groups, enjoying visits to
different places of worship and the links with schools where pupils follow different
religious beliefs. Pupils develop respect and interpersonal skills and relish working together
collaboratively. This together with improving standards in English and mathematics means
that they are well prepared for the next stages of their lives.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning||2|
|Taking into account: |
|The quality of pupils' learning and their progress||2|
| The quality of learning for pupils with special educational needs and/or disabilities |
and their progress
|The extent to which pupils feel safe||2|
|The extent to which pupils adopt healthy lifesty les||2|
|The extent to which pupils contribute to the school and wider community||2|
|The extent to which pupils develop workplace and other skills that will contribute to |
their future economic well-being
|Taking into account: |
|The extent of pupils' spiritual, moral, social and cultural development||2|
The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4
How effective is the provision?
All lessons are characterised by good relationships between teachers and pupils. In the
very best lessons, pupils make good progress because assessment information is used well
to guide the planning of learning tasks and because pupils are expected to work
independently, stretching themselves and others as they talk things through. Perceptive
questioning is used by adults to extend pupils' thinking and encourage the use of more
varied vocabulary in their answers. This was seen in an outstanding Year 3 lesson, for
example, where pupils excitedly learned new words through researching on computers the
history of chocolate. In lessons that fall below this standard, the work planned is not
pitched at the correct level and progress slows because the tasks do not offer enough
challenge. There is much good practice in the marking of pupils' work. Instances of
grammatical and spelling errors in written work are corrected systematically by pupils,
however when this is not pursued consistently pupils' previous errors are repeated.
Particularly good use is made of assessment information to identify underperformance and
to track pupils' progress towards their targets.
The curriculum provides pupils with a good range of learning experiences. Pupils' needs
and interests have been taken into account and, as a result, provision for creative
subjects, such as art and music, is good. The curriculum is enhanced particularly well
through local partnerships: for example, links with other schools broaden pupils'
experiences. Good use is made of the school's minibus to make residential and other visits
that broaden pupils' life experiences. These, and many other enrichment activities offered
after school, are particularly important because many pupils do not have extensive
opportunities outside school life. The school is developing more opportunities for writing
across subjects that, as yet, are not having an impact on overall standards.
The vast majority of parents and carers say that the school is very caring. This is borne
out by inspection findings, and observed at the free breakfast club that encourages good
attendance and establishes good preparedness for pupils' subsequent learning. All adults
are particularly sensitive to those pupils whose circumstances make them more vulnerable.
Staff work hard to involve parents and carers in their children's learning. Strenuous efforts
are made to sustain pupils' regular attendance, with additional support provided for those
returning after periods of absence.
These are the grades for the quality of provision
|The quality of teaching||2|
|Taking into account: |
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, |
|The effectiveness of care, guidance and support||1|
How effective are leadership and management?
Leaders and managers at all levels have worked very hard since the previous inspection
and have successfully improved provision and outcomes for pupils. There is a clear sense
of direction and the school is firmly set on an upward path. Through rigorous monitoring
of teaching and learning and very careful tracking of pupils' progress, the school has
recognised its strengths and ensured that weaknesses are properly identified and tackled.
In particular, the headteacher and her deputy have a detailed knowledge of the school
and community. They share a determination to raise standards further. The thorough way
that staff carefully check the progress of different groups of pupils reflects the strong
commitment to promoting equal opportunities and tackling discrimination.
Members of the governing body have worked well with other leaders and managers to
ensure that safeguarding procedures are of good quality. The site is secure and stringent
checks are made at the single point of access. Governors are also well informed about the
school. The governing body takes its statutory responsibilities seriously and provides
effective support and challenge. Parents and carers are provided with a good range of
information, and have increasing opportunities to learn alongside their children. The
school works tirelessly to strengthen this aspect of its work.
The contribution the school makes to community cohesion is excellent. A plan and clear
actions are in place that promote pupils' understanding from a local perspective extremely
well. Links with other schools and agencies are harnessed very effectively. The school has
taken the need to expand its links to provide national and global perspectives very
seriously. The school is giving support to a school in Leicester, in the drive to raise
standards there, and has raised funds to help the education of children in African schools.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambit ion and driving |
|Taking into account: |
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and support ing the |
school so that weaknesses are tackled decisively and statutory responsibilities met
|The effectiveness of the school's engagement with parents and carers||2|
|The effectiveness of partnerships in promoting learning and well-being||1|
|The effectiveness with which the school promotes equality of opportunity and tackles |
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||1|
|The effectiveness with which the school deploys resources to achieve value for money||2|
Early Years Foundation Stage
Children settle quickly as a result of the well-organised induction arrangements and good
adult care and support. As a result, children feel safe and enjoy their learning. A strong
emphasis on children's personal and social skills ensures that children soon begin to share,
to learn and to play together. Parents and carers are delighted, typically commenting
about the way their children settle quickly and develop improved behaviour.
All adults are vigilant in meeting the needs of children and welfare requirements are met.
A particular strength in provision lies in the accurate assessment of children's language
needs, so that appropriate support can be provided. Increasing competence in spoken
English enables them to express themselves with growing confidence as they move
through the Nursery and Reception classes. Outcomes in terms of early reading, writing
and calculation skills, and particularly in personal, social and emotional development, are
at least broadly average by the end of Reception. The range of learning opportunities
provides positive experiences for children, both indoors and outdoors, and covers the six
areas of learning well. However, opportunities that arise to extend children's early key
skills outdoors are not always taken. Leadership and management are good because
adults work well as a team and share a vision about what can be done to enhance
children's learning experiences.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage||2|
|Taking into account: |
Outcomes for children in the Early Years Foundation Stage
|The quality of provision in the Early Years Foundation Stage||2|
| The effectiveness of leadership and management of the Early Years Foundation |
Views of parents and carers
The proportion of parents and carers responding to the inspection questionnaire was lower
than in other primary schools. The responses to the questionnaire reflect a positive
relationship with the vast majority of parents and carers who say that staff keep their
children safe, that their children enjoy school and that teaching is good. One, capturing
the views of many, said, ' Dedicated teachers ensure that the children are happy and
learn. Wonderful headteacher always goes the extra mile'. When investigating the
concerns of the very few respondents who feel that the school does not deal effectively
with unacceptable behaviour, inspectors observed behaviour that was consistently
excellent. A very small number of parents or carers had individual concerns. These
concerns were followed up in confidence by the inspection team.
Responses from parents and carers to Ofsted's questionnaire
Ofsted invited all the registered parents and carers of pupils registered at Warren Farm Primary School to
complete a questionnaire about their views of the school.
In the questionnaire, parents a nd carers were asked to recor d how strongly they agreed with 13 statements
about the school. The inspection team received 52 completed questionnaires by the end of the on-site
inspection. In total, there are 282 pupils registered at the school.
The table above summarises the responses that parents and carers made to each statement. The
percentages indicate the proportion of parents and carers giving that response out of the total number of
completed questionnaires. Where one or more parents and carers chose not to answer a particular question,
the percentages will not add up to 100%.
|My child enjoys school||37||71||13||25||1||2||1||2|
|The school keeps my child |
|My school informs me about |
my child's progress
|My child is making enough |
progress at this school
|The teaching is good at this |
|The school helps me to |
support my child's learning
|The school helps my child to |
have a healthy lifestyle
|The school makes sure that |
my child is well prepared for
the future (for example
changing year group,
changing school, and for
children who are finishing
school, entering further or
higher education, or entering
|The school meets my child's |
|The school deals effectively |
with unacceptable behaviour
|The school takes account of |
my suggestions and concerns
|The school is led and |
|Overall, I am happy with my |
child's experience at this
What inspection judgements mean
|Grade 1||Outstanding||These features are highly effective. An outstanding school |
provides exceptionally well for all its pupils' needs.
|Grade 2||Good||These are very positive features of a school. A school that |
is good is serving its pupils well.
|Grade 3||Satisfactory||These features are of reasonable quality. A satisfactory |
school is providing adequately for its pupils.
|Grade 4||Inadequate||These features are not of an acceptable standard. An |
inadequate school needs to make significant improvement
in order to meet the needs of its pupils. Ofsted inspectors
will make further visits until it improves.
Overall effectiveness of schools
|Overall effectiveness judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral units||18||40||29||12|
New school inspection arrangements were introduced on 1 September 2009. This means that inspectors now
make some additional judgements that were not made previously.
The data in the table above are for the period 1 September 2009 to 31 March 2010 and are the most
recently published data available (see www.ofsted.gov.uk). Please note that the sample of schools
inspected during the autumn and spring terms 2009/10 was not representative of all schools nationally, as
weaker schools are inspected more frequently than good or outstanding schools.
Percentages are rounded and do not always add exactly to 100. Secondary school figures in clude those that
have sixth forms, and sixth form figures include only the data specifically for sixth form inspection
Common terminology used by inspectors
|Achievement:||the progress and success of a pupil in their learning, |
development or training.
|Attainment:||the standard of the pupils' work shown by test and |
examination results and in lessons.
|Capacity to improve:||the proven ability of the school to continue |
improving. Inspectors base this judgement on what
the school has accomplished so far and on the quality
of its systems to maintain improvement.
|Leadership and management:||the contribution of all the staff with responsibilities, |
not just the headteacher, to identifying priorities,
directing and motivating staff and running the school.
|Learning:||how well pupils acquire knowledge, develop their |
understanding, learn and practise skills and are
developing their competence as learners.
|Overall effectiveness:||inspectors form a judgement on a school's overall |
effectiveness based on the findings from their
inspection of the school. The following judgements,
in particular, influence what the overall effectiveness
judgement will be.
|The school's capacity for sustained |
Outcomes for individuals and groups of pupils.
The quality of teaching.
The extent to which the curriculum meets
The effectiveness of care, guidance and
pupils' needs, including, where relevant,
|Progress:||the rate at which pupils are learning in lessons and |
over longer periods of time. It is often measured by
comparing the pupils' attainment at the end of a key
stage with their attainment when they started.
1 December 2010
Inspection of Warren Farm Primary School, Birmingham, B44 0DT
Thank you for the help you gave us with the recent inspection of your school and for the
very friendly way you received us. We spoke to many of you and you were really helpful in
sharing your views, and telling us how the school council were helping to improve the
school. We particularly enjoyed watching you learn in lessons and seeing your enjoyment
Yours is a good school. Your behaviour is excellent. Most of you enjoy school, listen
carefully to what your teachers have to say and are willing to work hard in your lessons.
You make more progress on occasions than others: we have asked your teachers to make
sure that in all of your lessons you make the best possible progress all the time. We have
also asked that teachers make more frequent checks on your learning in lessons. Your
teachers spend a lot of time marking your work and through this give you good guidance
on what you have to do to take the next steps in learning, particularly in developing your
writing skills. We have asked staff to do more to improve your writing and you all can help
yourselves to do better by making sure that you try hard to follow the advice you are
You understand the importance of being healthy, you eat sensibly and take part in
physical activities regularly. You learn to work and play very well together and willingly
help each other. We were also impressed with how you all do so much to help the school,
especially those who help at playtimes and in the classrooms and those of you involved in
making decisions through the school council. Yours is a strong and happy community of
Adults at school look after you exceptionally well, so that you are safe and happy. Your
headteacher, all the other staff and the governing body are determined to make things
even better. We think that everyone at Warren Farm can work together to do these things
and that you will want to play your part by working hard and attending well.