School etc

Whetstone Field Primary School

Whetstone Field Primary School
Beaufort Way
Aldridge
Walsall
West Midlands
WS90HJ

phone: 01922 743498

headteacher: Mr Stuart Cox

web: www.whetstone.walsall.sch.uk

school holidays: via Walsall council


228 pupils aged 3—10y mixed gender
210 pupils capacity: 109% full

115 boys 50%

4a64c55y146y207y188y159y1410y9

110 girls 48%

4a44b74c65y166y107y128y159y1510y17

Last updated: Oct. 2, 2014


Primary — Community School

URN
104198
Education phase
Primary
Establishment type
Community School
Establishment #
2214
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
Area
Urban > 10k - less sparse
Free school meals %
10.20

Rooms & flats to rent in Walsall

Schools nearby

  1. 0.3 miles St Mary of the Angels Catholic Primary School WS90HA (226 pupils)
  2. 0.4 miles St Francis of Assisi Catholic Technology College WS90RN (1092 pupils)
  3. 0.4 miles Aldridge School - A Science College WS90BG
  4. 0.4 miles Aldridge School - A Science College WS90BG (1471 pupils)
  5. 0.7 miles Cooper and Jordan Church of England Junior School WS98NH
  6. 0.7 miles Cooper and Jordan Church of England Infant School WS98NH
  7. 0.7 miles Cooper and Jordan Church of England Primary School WS98NH (501 pupils)
  8. 0.9 miles Redhouse Primary School WS90EQ
  9. 1.1 mile Leighswood Junior School WS98HY
  10. 1.2 mile Leighswood Infant School WS98HZ
  11. 1.2 mile Leighswood School WS98HZ (563 pupils)
  12. 1.3 mile Three Crowns School WS53NB
  13. 1.4 mile Blackwood School B743PH (684 pupils)
  14. 1.4 mile High Heath Special School WS41RB
  15. 1.6 mile Radleys Primary School WS41JJ (226 pupils)
  16. 1.6 mile St Anne's Catholic Primary School, Streetly B743PL (228 pupils)
  17. 1.7 mile Daw End School WS41LF
  18. 1.8 mile Manor Primary School B743HX (319 pupils)
  19. 2 miles Manor Farm Community School WS41EG
  20. 2 miles Shelford Infant School WS41QG
  21. 2 miles Rushall Community College WS41EG
  22. 2 miles Elmwood School WS41EG (44 pupils)
  23. 2.1 miles Greenfield Primary School WS41PL (234 pupils)
  24. 2.1 miles St Francis Catholic Primary School WS41RH (214 pupils)

List of schools in Walsall


School report

Whetstone Field Primary School

Beaufort Way, Walsall, West Midlands, WS9 0HJ

Inspection dates 25–26 September 2014
Overall effectiveness This inspection: Good 2
Previous 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
mathematical skills.
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
school.
rapid development in teaching and pupils’
achievement. All staff are committed to pupils’
success.
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.
    Inspection team
Lynne Bradbury, Lead inspector Additional Inspector
Christopher Crouch Additional Inspector
Inspection report: Whetstone Field Primary School, 25-26 September 2014 3 of 9

Full report

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

Inspection judgements

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
    Egyptians.
  • 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
    working.
  • 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
    standards.
  • 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

independently.

  • 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

School

Grade Judgement Description
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
improvement
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: Whetstone Field Primary School, 25-26 September 2014 8 of 9

School details

Unique reference number 104198
Local authority Walsall
Inspection number 444054
Type of school Primary
School category Maintained
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 232
Appropriate authority The governing body
Chair Kevin Thorley
Headteacher Stuart Cox
Date of previous school inspection 14–15 July 2010
Telephone number 01922 743498
Fax number 01922 745240
Email address reveal email: off…@whetstonefield.co.uk

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