World's End Junior School
Headteacher: Mrs Allison Owens
reveal email address
School holidays for World's End Junior School via Birmingham council
360 pupils capacity: 66% full
120 boys 50%
115 girls 48%
Last updated: July 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 400961, Northing: 284049
- GPS coordinates
- Latitude: 52.454, Longitude: -1.9873
- Accepting pupils
- 7—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 16, 2013
- Region › Const. › Ward
- West Midlands › Birmingham, Edgbaston › Quinton
- Urban > 10k - less sparse
- SEN priorities
- VI - Visual Impairment
- Special classes
- Has Special Classes
- Free school meals %
- World's End Infant and Nursery School B322SA (322 pupils)
- 0.1 miles Laces B322QT
- 0.4 miles Woodhouse Primary School B322DL
- 0.4 miles Woodhouse Primary Academy B322DL (435 pupils)
- 0.6 miles Four Dwellings Junior School B321PJ
- 0.6 miles Four Dwellings Infant School B321PJ
- 0.6 miles Welsh House Farm Community School and Special Needs Resources Base B322NG (233 pupils)
- 0.6 miles Hillcrest School A Specialist Maths and Computing College and Sixth Form Centre B323AE
- 0.6 miles Four Dwellings Primary School B321PJ
- 0.6 miles Hillcrest School A Specialist Maths and Computing College and Sixth Form Centre B323AE (542 pupils)
- 0.6 miles Four Dwellings Primary Academy B321PJ (441 pupils)
- 0.7 miles Nonsuch Primary School B323SE (208 pupils)
- 0.7 miles Four Dwellings High School B321RJ
- 0.7 miles Four Dwellings Academy B321RJ (437 pupils)
- 0.9 miles Baskerville School B179TS (105 pupils)
- 1 mile Quinton Church Primary School B321AJ (211 pupils)
- 1 mile Our Lady of Fatima Catholic Primary School B178TR (210 pupils)
- 1 mile Lightwoods Primary School B689BG (212 pupils)
- 1 mile Queen Alexandra College B179TG
- 1 mile Our Lady of Fatima Catholic Primary School B178TR (210 pupils)
- 1.1 mile Paganel Junior School B295TG
- 1.1 mile Paganel Infant School (NC)(SU) B295TG
- 1.1 mile Paganel Primary School B295TG (271 pupils)
- 1.2 mile Jervoise School B295QU (221 pupils)
Ofsted report transcript
World's End Junior School
World’s End Lane, Quinton, Birmingham, B32 2SA
|Inspection dates||16–17 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
| Attainment has risen since the last inspection |
Pupils who are disabled and those who have
Teaching is usually good and there are some
and the progress pupils make as they move
through the school is good.
special educational needs, including those
who are visually impaired, are fully included
in the life of the school and make good
progress due to the care and support they
examples of outstanding teaching. Teachers
mark pupils’ books thoroughly, check their
levels of understanding and give them advice
on how to improve their work further. This
helps pupils to make good progress.
| Pupils’ behaviour is good. They are keen to |
The school is well led and managed. The
The governing body knows the school well. It
learn and very good at working together in
lessons. They enjoy school and feel safe. This
is shown in their improving attendance.
headteacher, together with the governing
body, provides a clear direction. Actions taken
since the last inspection have led to better
achievement, improvements in the quality of
teaching and rising attendance figures.
is strongly supportive and committed to the
| Attainment in writing is not yet as strong as |
Not enough pupils reach the higher levels in
reading and mathematics as pupils do not
know or use the targets that teachers have
given them to get to the next level.
reading, writing or mathematics.
| There are inconsistencies in teaching quality |
Teachers limit pupils’ learning by stopping
Writing skills are practised and developed in
and not enough is outstanding.
them altogether rather than letting some
individuals or groups continue and complete
other subjects but mathematical skills are not
as well promoted.
Information about this inspection
- Inspectors observed teaching in all classes. They visited 17 lessons, three of which were joint
observations with the headteacher. Teaching of small groups and individuals working outside
classrooms was also observed.
- Discussions were held with pupils, teachers, the headteacher, the Chair of the Governing Body
and a representative from the local authority.
- Inspectors took account of the nine responses to the online questionnaire (Parent View). They
also considered previous survey information collected by the school, spoke informally to parents
and carers as they brought their children to school and responded, by telephone, to a parent
who made contact with Ofsted.
- The inspection team listened to pupils read, spoke with them about their learning and looked at
the work in their books.
- The inspectors looked at a number of documents including the school’s own self evaluation, the
school improvement plan, data on pupils’ current progress, leaders’ reports of lesson
observations, minutes of the governing body meetings and records relating to behaviour,
attendance and safeguarding.
|Heather Simpson, Lead inspector||Additional Inspector|
|Peter Lawley||Additional Inspector|
Information about this school
- World’s End Junior School is similar in size to most other primary schools.
- Approximately two thirds of pupils are White British with the other third coming from a range of
minority ethnic backgrounds.
- Most pupils speak English as their first language.
- An above-average proportion of pupils are known to be eligible for the pupil premium, which
provides additional funding for looked after children and pupils known to be eligible for free
- The proportion of disabled pupils and those who have special educational needs supported
through school action is above average.
- The proportion of disabled pupils and those who have special educational needs supported at
school action plus or with a statement of special educational needs is below average.
- All pupils are educated on-site with none attending alternative provision off the school site.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- The school has specially resourced provision for pupils with special educational needs. This
caters for those who have visual impairment.
- There is a daily breakfast club run by the school and this was visited by inspectors.
- Since the last inspection a new headteacher has been appointed. Building developments have
also taken place and four new classrooms have been added to prepare for additional numbers
joining the school in 2015.
What does the school need to do to improve further?
- Raise attainment in writing to above average by:
ensuring pupils refer to their target cards and use them consistently in all writing activities
improving how spelling is taught.
- Increase the proportion of outstanding teaching by ensuring that:
teachers provide challenging activities so that pupils reach the higher levels in reading, writing
and mathematics, especially the more able.
teachers adjust the pace in lessons to match the different ability groups, so that some pupils’
can continue and finish their work, rather than everyone always stopping at the same time
mathematics is promoted in other subjects to extend and consolidate pupils’ skills.
|The achievement of pupils||is good|
- Pupils make good progress from their starting points. Attainment in English and mathematics is
rising and school data show that all current year groups are working at above average levels in
reading and mathematics, and average in writing. However, not enough pupils reach the higher
levels in reading, writing or mathematics.
- Since her appointment, the headteacher has introduced comprehensive baseline assessments in
Year 3 in order to measure the progress pupils make as they move through the school and to
provide additional help to those who are falling behind. This support has helped ensure progress
is consistently good. School leaders are working closely with the Infant school leaders to improve
transition and agree levels of entry for all pupils.
- Pupils achieve well in reading and pupils are encouraged to read widely and often. By Year 6,
pupils talk enthusiastically about the books they have read and their favourite authors. They
read lengthy and complex texts and enjoy both fiction and non-fiction books. New books have
recently been purchased to attract reluctant readers, particularly boys.
- Progress is also rapid in mathematics. Pupils develop good basic skills and are confident in
tackling problems. They apply their learning to real life situations, for example, using their ratio
knowledge to know how many parts of orange squash they need to water.
- Pupils’ writing is not as strong as their reading or mathematics. While pupils have individual
targets for improvement, they do not know them from memory or refer to them to improve the
quality of their work. Spelling strategies are also not secure and this reduces the accuracy and
overall impression of their work.
- Disabled pupils and those who have special educational needs make good progress because of
the targeted support they are given in lessons and the additional support they receive outside
lessons. Those with specific needs, for example pupils with visual impairment, make good and
on occasion outstanding progress due to the highly skilled support of their adult helpers and
their full inclusion in all lessons. Excellent resources, such as Braille typewriters and vision aids,
help them to record their work and achieve well.
- Pupils eligible for the pupil premium make good progress along with their fellow pupils. The
attainment of pupils known to be eligible for free school meals, at the end of Year 6 for this
group, have risen from below that of their peers in 2011 to be in line with them at the end of
2012 as a result of improved progress. This funding is used effectively to provide additional adult
support in lessons. Extra teaching time is also made available for small groups of pupils who
need further help, and for more able pupils who need additional challenge.
|The quality of teaching||is good|
- Teaching has improved since the last inspection and pupils are now making good progress as a
result. Good quality planning underpins this and makes sure all pupils are given work that gets
the best out of them. Teachers have good subject knowledge and set high expectations for
pupils’ work and behaviour.
- In the best lessons seen by inspectors, teaching was lively and pupils showed very high levels of
enjoyment. For example in a Year 3 mathematics lesson pupils were so involved that they were
reluctant to put their pens down when the teacher asked them to stop. They also cheered when
the teacher said they would be doing more fraction work the next day. Books were also marked
immediately, with the pupils, so they knew instantly how they were doing.
- Good relationships and the way teachers organise their classrooms help pupils to learn well.
Searching questions are asked by all adults to get pupils thinking and see how much they have
understood. Regular opportunities are also provided for pupils to talk to partners to explain their
work and give their views.
- Pupils know what levels they are working at and have targets attached at the back of their books
which tell them how to reach the next level. However, pupils do not refer to these in lessons and
consequently do not put the skills needed into practice. Additionally, teachers interrupt the flow
of learning by stopping all groups to bring them back together. This reduces the amount of work
some pupils complete.
- Additional adults are used extremely well to help pupils during lessons and take small groups
outside lesson time for extra reading, writing or mathematics practice. This helps those who are
at risk of falling behind to keep up and achieve as well as other pupils.
- Practical equipment and use of new technology also support pupils’ learning, for example, pupils
in Year 5 were using a mathematical program on the recently purchased netbooks to practise
and reinforce their knowledge of fractions. Pupils enjoyed the activity and were able to develop
their technology and mathematical skills simultaneously.
- Disabled pupils and those with special educational needs are given carefully planned work that
helps them to achieve well. Those with visual impairments are fully included in all lessons. The
highly skilled adults that support them provide invaluable help and as a result, pupils make
consistently good progress and on occasion, outstanding progress.
- Teachers mark the pupils’ books very thoroughly. They provide clear advice on how pupils can
improve their work and set them little tasks to check their understanding and knowledge. Pupils
also assess their own learning in lessons and this helps the teacher know who needs more help.
|The behaviour and safety of pupils||is good|
- Pupils have good attitudes and are keen and eager to learn. They are polite, considerate and
concerned about each other. They work well together in lessons and are very proud of their new
- Most parents and carers who completed Parent View and those spoken to, say that behaviour is
good and that the school keeps their child safe. Pupils also agree. Teachers manage behaviour
well and deal with minor incidents calmly and effectively. This keeps the atmosphere around
school happy and harmonious.
- Behaviour in lessons and at other times is consistently good, and even when pupils have to stay
indoors because of the weather, they are sensible and co-operative. Year 6 pupils help reinforce
good behaviour as they look after the younger pupils during indoor playtime. Pupils know and
follow the behaviour policy. They particularly like the ‘rainbow points’ that are awarded for good
behaviour and work.
- Pupils have a good understanding about different forms of bullying and they say that bullying is
rare in their school. Pupils know who to go to if they have a problem and are confident that
when they report incidents, they are dealt with quickly. This helps them feel safe in school.
Pupils also have a good understanding of how they can keep themselves safe, for example,
when using the internet.
- Pupils of all backgrounds get on well together. Pupils learn about each other’s religious beliefs
and this helps them to understand cultural similarities and differences. This ensures there is no
discrimination in the school and good relationships are fostered. All pupils, including those with
visual impairments, are fully included and the school ensures there is equality of opportunity in
- Attendance has been low historically but has improved and is now average. This is a great
achievement. The school has worked hard with parents to tell them how important it is to get
their children to school every day.
|The leadership and management||is good|
- The headteacher has a clear view of what needs to be done to improve the school’s work. She is
ably supported by an experienced governing body and other leaders. Working together, there
have been notable improvements since the last inspection in the quality of teaching, pupils’
achievement and levels of attendance.
- Self-evaluation is accurate and action plans identify priorities to continue the improvements
being made. Safeguarding is well-managed with all child protection procedures in place and all
training up to date.
- Leaders regularly check the quality of teaching. Targets are set for teachers linked to pupils’
progress and whole school priorities. Teacher salaries are linked to their performance and only
those who can demonstrate that their pupils make good progress are rewarded.
- Training and in-house support has led to improvements in the quality of teaching. Professional
development is strongly promoted and teachers have been very receptive in embracing new
messages and adopting new policies and practices in order to improve pupils’ progress rates.
Leaders have also completed additional training to help them lead subjects more effectively,
such as mathematics.
- The curriculum has been redesigned and is based on interesting topics. This has led to greater
enjoyment for pupils in lessons. A wide range of activities, clubs, visits and visitors contribute
greatly to pupils’ spiritual, moral, social and cultural development. For example, French is taught
across the school and pupils in Years 5 and 6 go on a residential visit to France to put their
language skills into practice. The many sports clubs offered, together with visits to art galleries
and museums, also strongly promote pupils’ cultural development.
- The local authority provided much needed support previously when the school was experiencing
difficulties due to the absence of the previous headteacher through illness. Support is now
accessed on a request basis, as the local authority rightly has confidence in the headteacher and
her leadership team.
- Additional care and support is provided before school in the breakfast club and this gives the
pupils who attend a good start to their day and adds to their social development.
- The governance of the school:
Governors know the school well and support and challenge leaders. They attend training to
keep their skills and knowledge up to date and to ensure that they fulfil their statutory duties,
for example, relating to safeguarding. They audit their roles and responsibilities and generate
action plans to contribute to school improvement. Governors visit the school and receive
regular reports from senior staff, for example, relating to attendance or the progress of pupils.
Financial management is effective and governors know how the pupil premium is used and the
impact it has on to pupils’ learning. They also have a good knowledge about the strengths and
weaknesses in teaching quality. Appointed governors set targets for the headteacher and
check that pay increases for teachers and leaders are linked to pupils making good progress.
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||103279|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Junior|
|Age range of pupils||7–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||234|
|Appropriate authority||The governing body|
|Date of previous school inspection||19 January 2011|
|Telephone number||0121 4645913|
|Fax number||0121 4645912|