Whetstone Field Primary School
phone: 01922 743498
headteacher: Mr Stuart Cox
210 pupils capacity: 109% full
115 boys 50%
110 girls 48%
Last updated: Oct. 2, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 405681, Northing: 299704
- GPS coordinates
- Latitude: 52.595, Longitude: -1.9176
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Sept. 25, 2014
- Region › Const. › Ward
- West Midlands › Aldridge-Brownhills › Aldridge Central and South
- Urban > 10k - less sparse
- Free school meals %
- 0.3 miles St Mary of the Angels Catholic Primary School WS90HA (226 pupils)
- 0.4 miles St Francis of Assisi Catholic Technology College WS90RN (1092 pupils)
- 0.4 miles Aldridge School - A Science College WS90BG
- 0.4 miles Aldridge School - A Science College WS90BG (1471 pupils)
- 0.7 miles Cooper and Jordan Church of England Junior School WS98NH
- 0.7 miles Cooper and Jordan Church of England Infant School WS98NH
- 0.7 miles Cooper and Jordan Church of England Primary School WS98NH (501 pupils)
- 0.9 miles Redhouse Primary School WS90EQ
- 1.1 mile Leighswood Junior School WS98HY
- 1.2 mile Leighswood Infant School WS98HZ
- 1.2 mile Leighswood School WS98HZ (563 pupils)
- 1.3 mile Three Crowns School WS53NB
- 1.4 mile Blackwood School B743PH (684 pupils)
- 1.4 mile High Heath Special School WS41RB
- 1.6 mile Radleys Primary School WS41JJ (226 pupils)
- 1.6 mile St Anne's Catholic Primary School, Streetly B743PL (228 pupils)
- 1.7 mile Daw End School WS41LF
- 1.8 mile Manor Primary School B743HX (319 pupils)
- 2 miles Manor Farm Community School WS41EG
- 2 miles Shelford Infant School WS41QG
- 2 miles Rushall Community College WS41EG
- 2 miles Elmwood School WS41EG (44 pupils)
- 2.1 miles Greenfield Primary School WS41PL (234 pupils)
- 2.1 miles St Francis Catholic Primary School WS41RH (214 pupils)
Whetstone Field Primary School
Beaufort Way, Walsall, West Midlands, WS9 0HJ
|Inspection dates||25–26 September 2014|
|Overall effectiveness||This inspection:||Good||2|
|Leadership and management||Good||2|
|Behaviour and safety of pupils||Good||2|
|Quality of teaching||Good||2|
|Achievement of pupils||Good||2|
|Early years provision||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
Information about this inspection
| Pupils make good progress and reach high |
Teachers use their knowledge of what pupils have
Teaching in the Early Years Foundation Stage is
Teachers’ marking and feedback to pupils is good
An exciting and vibrant range of topics across all
standards in reading, writing and mathematics.
already achieved to plan work which stretches
them most of the time.
good and leads to good achievement.
and helps them to improve their work.
subjects helps pupils develop good literacy and
| Pupils are happy at school and work hard. They feel |
Pupils and parents express a high level of
The headteacher’s drive for improvement has led to
Governors understand the school’s strengths and
safe, and their good behaviour and positive
attitudes contribute well to their learning.
satisfaction and confidence in the work of the
rapid development in teaching and pupils’
achievement. All staff are committed to pupils’
areas to develop, and are skilled in checking its
work and holding staff to account.
| In some classes, teachers do not expect enough |
of the most-able pupils to help them make the
best possible progress.
| Opportunities for pupils to learn about the many |
different cultures in Britain are not fully developed.
|Inspection report:||Whetstone Field Primary School, 25-26 September 2014||2 of 9|
- The inspectors observed teaching in all classes and visited 16 lessons accompanied by the headteacher.
- The inspectors held discussions with pupils, parents, the headteacher, a representative of the local
authority, other staff and governors.
- The inspectors took account of letters from parents, and the 35 responses to the online questionnaire,
Parent View. They also took account of the school’s records of parent surveys and the nine responses to
the staff questionnaire.
- The inspectors listened to pupils read, looked at their work, and had discussions with groups of pupils and
individuals about their learning.
- The inspectors checked the school’s evaluation of its work, performance management procedures, records
of achievement, the improvement plan, the governing body minutes, and records of behaviour,
attendance and safeguarding.
|Lynne Bradbury, Lead inspector||Additional Inspector|
|Christopher Crouch||Additional Inspector|
|Inspection report:||Whetstone Field Primary School, 25-26 September 2014||3 of 9|
Information about this school
- The school is slightly smaller than the average-sized primary school.
- Almost all pupils are from White British backgrounds.
- The proportion of disabled pupils and those who have special educational needs is below average.
- The proportion of disadvantaged pupils eligible for pupil premium funding is below average.
- The school meets the government’s current floor standards, which set the minimum expectations for
pupils’ attainment and progress.
- The headteacher was appointed at the beginning of the previous school year.
What does the school need to do to improve further?
- Raise the quality of teaching to outstanding so that all pupils make the best possible progress, by ensuring
that expectations for the most-able pupils are equally high in all classes.
- Provide a greater range of opportunities for pupils to learn about the many different cultures represented
in the United Kingdom.
|Inspection report:||Whetstone Field Primary School, 25-26 September 2014||4 of 9|
|The leadership and management||are good|
- The headteacher’s drive and urgency for improvement have ensured that staff, governors and leaders are
committed to achieving the school’s aim of enabling every pupil to reach the highest standards. This focus
has enabled most pupils to make rapid progress and reach high standards.
- Governors and other leaders have developed skills which are making a significant contribution to
improving pupils’ progress. They regularly check the quality of teaching and pupils’ achievement in order
to highlight important priorities for development and training, and then they plan carefully in order to
address these areas successfully.
- Judgements about teachers’ work and career progression are based upon pupils’ progress. This link has
helped to improve the rates of pupils’ progress.
- Spiritual, moral, social and cultural development is an important focus for the school and is evident in all
subjects and aspects of school life. This leads to: enthusiasm for learning; a willingness by pupils to care
for others; and an understanding and tolerance of differences. Pupils do not currently have enough
opportunities to explore and understand the full range of cultural diversity in Britain.
- English and mathematics skills are developed well through the vibrant and exciting topics which cover
many subjects. Pupils develop their reading and writing by responding to the stories and language in the
books they read. They apply their mathematical skills through topics like houses and homes or the ancient
- The commitment towards equal opportunities for all pupils is demonstrated in the good level of progress
made by all groups by Year 6. Extra funding is used to pay for additional staff and equipment, and it has
been effective in ensuring that pupils with various special educational needs are welcomed into the school
and make good progress.
- The local authority has given valuable support to the school and has helped to develop teaching in
literacy. It has also supported staff training in assessing what pupils have achieved.
- Governors and leaders have used the sports funding to employ a sports coach and to ensure that pupils
have high-quality sporting experiences. They take part in these sporting opportunities within the school
day and after school with great enthusiasm and excitement. The school has also ensured that staff have
received training to develop their teaching skills in this area.
- The governance of the school:
Governors bring their commitment and professional skills to supporting and challenging the school.
They have undertaken a range of training and development to help them to be able to judge the work
of the school for themselves. They set ambitious targets for staff performance, and have rigorous
systems for checking progress and holding staff to account, including in making salary decisions.
Governors use this information to identify appropriate areas for development, and they check progress
against these carefully. All judgements are made based upon pupils’ achievement. Finance is matched
to improvement plans and carefully managed and monitored. Governors ensure that extra funding, such
as the pupil premium and the additional school sports funding, is used to raise levels of progress.
Safeguarding procedures meet statutory requirements.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. Their positive attitudes help them to make good progress. They do their
best, take care with their work and are enthusiastic about their learning. They present their work well and
take account of teachers’ marking and comments to improve their work.
- Pupils in all classes say that they trust their staff to help if they have difficulties. Staff build good
relationships with pupils and help them to get on well together in the playground or when they are
- Most pupils are polite and respectful of adults, and each other. They are very proud of the responsibilities
they have within school.
- Most pupils are very keen to learn and the few disruptions to lessons are dealt with effectively by staff.
- Pupils enjoy earning rewards and respond well to praise. Most pupils move about the school, and play
with others at playtime, sensibly. Pupils are proud to be playground leaders, and others trust them to
help when it is needed.
- Pupils enjoy the wide range of subjects in their exciting topic work and are keen to take part in extensive
sports and clubs outside lessons. They enjoy football, rugby, tennis, judo and many other opportunities
which have grown out of the use of the sports grant.
|Inspection report:||Whetstone Field Primary, 25-26 September 2014||5 of 9|
- The school’s work to keep pupils safe and secure is good. Safeguarding processes meet statutory
requirements, and effective policies and practices are followed by all staff and pupils.
- Pupils understand the many forms that bullying can take, including through the use of mobile phones and
the internet. They know how to keep themselves safe, and say that if any bullying happened, it would be
dealt with very quickly by the staff.
- Staff, pupils and those parents who met with the inspectors said that behaviour is good and that pupils
are happy and safe. Records within school show that this has been the case for a long time.
- Attendance is above that nationally, and there are effective policies in place to support any pupil who has
difficulties in this area.
|The quality of teaching||is good|
- Staff understand what their pupils can already do and typically plan suitably demanding work which
moves their learning on. As a result, they make good progress.
- The most-able pupils make rapid progress, develop high-level skills and reach high standards by the end
of Year 6. However, they are not stretched consistently in every class and do not always have sufficient
opportunity for high-level investigations and problem solving.
- Staff check the progress of all pupils carefully so that they can identify any pupils at risk of falling behind
and give them extra support.
- Pupils have lots of opportunities to practise their skills, and staff use the rewards system well to ensure
that pupils take great pride in their achievement and behaviour.
- Teachers’ high-quality marking and feedback help pupils to know how to improve their work, and pupils
are keen to correct it.
- Pupils are keen to complete their homework, which contributes well to their progress. It is based on
practising skills in reading, number and spelling, and, each week, there is a piece of homework linked to
the class topic.
- Most staff have high expectations of all pupils. They work hard to establish good relationships with pupils
and among pupils themselves. They explore themes of friendship, and right and wrong, during lessons.
- Teachers ensure that reading, writing and mathematics skills are developed in the exciting topics which
pupils greatly enjoy. This helps them to work hard in all subjects and do their best to achieve high
- Teaching assistants help pupils develop their skills through small group work or supporting pupils with
special educational needs, and this makes an important contribution to their learning.
- Staff ensure that spiritual, moral, social and cultural skills are developed through all parts of the school
day. They offer learning tasks which make pupils excited and fascinated about the world; help them to
understand right and wrong; build friendships; and develop respect and tolerance for others.
|The achievement of pupils||is good|
- Pupils make good progress and reach above average standards by the end of Year 6. This is because
their work is exciting and focused on topics that they enjoy.
- Pupils in Year 1 develop their skills in phonics (letters and the sounds they make) well. In 2014, they
achieved levels above those nationally in the Year 1 phonics check.
- In 2014, pupils in Year 2 achieved above average standards in reading, writing and mathematics.
- Year 6 pupils also reached standards which were well above the national average in English and
mathematics in 2014. The school has focused successfully on improving rates of progress for all pupils,
including the most-able pupils.
- Pupils in all classes enjoy reading, talk enthusiastically about what they have read, and know how to use
books to find information. Many of the exciting topics in school grow out of pupils’ favourite books.
- High-level skills in English and mathematics are reflected in pupils’ workbooks and school tracking data.
- Disabled pupils and those who have special educational needs make good progress because work in
lessons and results from assessments are used to check on how well they are learning and to adapt their
tasks whenever necessary. Although most-able pupils progress very well overall, their progress is uneven
in some classes because they are not provided with sufficient challenge.
- There were too few pupils who received support from the pupil premium in 2013 to be able to compare
their achievement with their peers in school and those nationally in English and mathematics.
|Inspection report:||Whetstone Field Primary, 25-26 September 2014||6 of 9|
|The early years provision||is good|
Children join the Nursery with skills and knowledge which are generally in line with those typical for their
age. Interesting and exciting learning activities in the classroom, outside and in the very cosy ‘house’ in
the playground help them to make good progress.
Learning is based on exciting topics which grow out of stories and nursery rhymes. This makes learning
enjoyable and helps children to reflect upon the world around them.
Some of the children who join the Reception class have not attended the Nursery, and staff ensure that
they assess their skills carefully and plan work to help them to catch up.
Staff in the Nursery and Reception have a clear understanding of what pupils can already do so that their
new learning in each area builds upon this knowledge and helps them to work as partners with others or
- Staff help children to make friends and build strong relationships. Children make good progress because
they settle to their work happily and their behaviour and attitudes are good. They make friends and grow
in confidence. Parents contribute to assessing their children’s starting points and support their learning.
- Leaders know the strengths of the Nursery and Reception class because they check carefully how well
children are doing and what needs to improve. Systems to track children’s progress and to plan new
learning are effective in supporting progress.
- Children make good progress and enter Year 1 with an excitement for learning and skills and knowledge
which are above average.
|Inspection report:||Whetstone Field Primary, 25-26 September 2014||7 of 9|
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
|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
|Inspection report:||Whetstone Field Primary School, 25-26 September 2014||8 of 9|
|Unique reference number||104198|
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||232|
|Appropriate authority||The governing body|
|Date of previous school inspection||14–15 July 2010|
|Telephone number||01922 743498|
|Fax number||01922 745240|