Yardley Wood Community Primary School
Headteacher: Mr Benjamin Turner
216 pupils, Mixed
|Unique Reference Number||103281|
|Inspection dates||3–4 March 2010|
|Reporting inspector||Kevin Sheldrick HMI|
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||217|
|Appropriate authority||The governing body|
|Chair||Mrs Sarah Rayment|
|Headteacher||Mr Matthew Wynne|
|Date of previous school inspection||30 January 2010|
|School address||School Road|
|Birmingham, West Midlands|
|Telephone number||0121 675 2456|
|Fax number||0121 430 5001|
|Inspection dates||3–4 March 2010|
© Crown copyright 2009
This inspection was carried out by one of Her Majesty's Inspectors and two additional inspectors. Inspectors devoted just over two thirds of their time to investigating learning, visited 18 lessons, and held meetings with governors, parents, staff and groups of pupils. They looked at documentation relating to planning, monitoring, safeguarding, communications with parents and parental and pupil questionnaires, of which 53 were received.
The inspection team reviewed many aspects of the school's work. It looked in detail at the following:
This is an average sized primary school. The proportion of pupils from ethnic minority groups is close to the national average as is the proportion with English as an additional language. The number of students with special educational needs and/or disabilities is slightly below average. More than three times the national average number of pupils are known to be eligible for free school meals. Following its last full inspection in January 2008 the school was placed in special measures.
|Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory, and 4 is inadequate|
|Please turn to the glossary for a description of the grades and inspection terms|
Overall effectiveness: how good is the school?
The school's capacity for sustained improvement
In accordance with section 13(4) of the Education Act 2005, Her Majesty's Chief Inspector is of the opinion that the school no longer requires special measures. Yardley Wood is providing a satisfactory standard of education.
Since the school was placed in special measures many improvements have been made. As a result the progress pupils make is improving quickly and securely, and achievement is now satisfactory. In the recent past pupils have underachieved and attainment has been low. In 2009 the outcomes of the national test results pupils undertake in Year 6, were below average for both English and mathematics. Even so attainment is improving, and the work inspectors observed in Year 6 suggests pupils are on course to attain broadly average outcomes by the time they leave the school. Pupils feel safe in school because care, support and guidance are good. Highly tailored additional support is instrumental in ensuring pupils with special needs and/or learning difficulties make good progress. Pupils are enjoying their time at school and behaviour has improved markedly to the extent that it is now good. Economic wellbeing has also much improved because pupils are now acquiring the knowledge and skills they need to be successful at the next stage of their education, and their attendance and punctuality are average.
In some year groups there is less progress because pupils are not experiencing enough good teaching. Despite this shortcoming significant improvements have been made to teaching so that it is now satisfactory overall. There is much greater clarity about what is expected of pupils in lessons and work is almost always designed to suit the different abilities in the class, particularly the less able. However pupils in some year groups are not consistently challenged. Levels of concentration are less in the minority of lessons where pupils are overly passive for too long. Although satisfactory, the school has correctly identified the changes that will improve the curriculum further. Currently pupils do not have quite enough opportunity to apply their learning, be creative, spiritual and interact with other cultures not strongly represented in the immediate community.
Leadership and management were inadequate at the last inspection but this aspect is now much more effective. The school has steadily improved its use of assessment information so that it is focused on pupils achieving challenging targets. Leaders are responding much more rapidly to identify weaknesses, particularly in overcoming the barriers to learning for pupils. The school's self-review indicates a realism about its current position and that it is judging its effectiveness by the outcomes for pupils. The school's track record of improvement is very apparent in the better outcomes and the improved provision, although the school recognises that there is still some way to go. This confirms the school's satisfactory capacity for sustained improvement. Although the school itself is a harmonious place, it does not promote community cohesion effectively beyond its immediate community.
Outcomes for individuals and groups of pupils
Where teaching is effective pupils are enthusiastic about learning. They behave well in lessons, including those in which they are occasionally overly passive. Most pupils respond well when confronted with unusual situations and are especially positive about the opportunities for learning outside of the school. Pupils enjoyed the opportunity they have had to influence the design of a safer entrance to the school.
Most pupils who are on the autistic spectrum make good progress. Pupils who have English as an additional language progress at a similar rate as the others. These more positive outcomes reflect the carefully considered modifications made in lessons and the effective teaching assistant support. The outcomes for more able pupils are also improving, particularly in the year groups were pupils experience consistently good teaching. Pupils know what they must do to achieve their targets, particularly in English and mathematics. They are making much more rapid progress therefore their achievement is now satisfactory.
There are strengths in pupils' social and moral development. For instance, pupils are very disapproving of the less than perfect behaviour that occurs occasionally in the playground. Opportunities are missed to promote pupils' spiritual and cultural development. Pupils were appreciative of the recent increase in the opportunities they have to influence decision-making through the school council. They have reasonable opportunities to positively contribute through their participation in leading fundraising activities and undertaking routine activities to assist with the smooth running of the school.
These are the grades for pupils' outcomes
|Pupils' achievement and the extent to which they enjoy their learning|
Taking into account:
The quality of pupils' learning and their progress
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 lifestyles||3|
|The extent to which pupils contribute to the school and wider community||3|
|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||3|
1 The grades for attainment and attendance are: 1 is high; 2 is above average; 3 is broadly average; and 4 is low
Pupils are experiencing more good lessons that are better adapted to the needs of the ability range in classes. Teaching assistants are well-managed and are making an important contribution to learning. More confident teachers are willing to trust pupils to have a go and possibly learn from making mistakes. Pupils know that this is okay and that eventually they will be successful. Where teaching was more effective teachers avoided long introductions and involved pupils in active learning. Such lessons are frequently punctuated by short sharp reviews in which teachers praise good practice and resolve any problems that emerge. In Year 5, all pupils were very effectively included in a lesson because less confident pupils, including some with special needs, were able to rehearse their responses with the teaching assistant. This allowed them to make some valuable contributions to a lesson in which punctuation was being critically evaluated. In the better lessons seen teachers are using teaching assistant support flexibly so teachers can give equal attention to different groups in lessons. Pupils are particularly enthusiastic about those lessons in which they can apply their learning to real-life scenarios. For instance, measuring volume in the context of making tea in a cafe. Marking is effective because teachers are ensuring pupils have time to respond to their helpful comments. Teaching was less effective where too much time at the beginning of lessons was devoted to trying to ensure pupils understood how they could successfully undertake the task. Occasionally teachers' questioning is insufficiently challenging, particularly for the most able. A small minority of lessons are inadequate largely because pupils are not made sufficiently aware of the required outcomes.
The curriculum is adequately matched to pupils' needs and interests. Pupils appreciate the visual literacy approach in which film is used to motivate them to write. The catch-up phonics is an example of a number of initiatives designed to make learning more accessible to pupils with learning difficulties. However the school recognises that pupils and staff are not sufficiently inspired by the current curriculum offered.
Care, guidance and support are led well by the deputy headteacher. The teacher responsible for special educational needs uses the time she has out of lessons very effectively to liaise with a range of partners. The school uses the external guidance it receives to develop effective support, particularly for those pupils who are potentially vulnerable. The school is targeting interventions much more effectively to ensure all pupils make the progress of which they are capable. The school was able to highlight some remarkable interventions it has made that have ensured positive outcomes, particularly for pupils with special educational needs and/or learning difficulties.
These are the grades for the quality of provision
|The quality of teaching|
Taking into account:
The use of assessment to support learning
|The extent to which the curriculum meets pupils' needs, including, where relevant, through partnerships||3|
|The effectiveness of care, guidance and support||2|
Leaders are holding teachers to account for the progress pupils make. Relatively recently the school has established a reliable system that allows leaders to carefully monitor the progress different groups make towards achieving their targets. It is too early to fully evaluate how effectively this is promoting equal opportunities and allowing the school to tackle discrimination. However, the school's record in overcoming the barriers to learning for pupils with special educational needs is a positive indicator in this regard.
Self-review is accurate and the school has identified the right priorities. The headteacher has a perceptive view of the quality of teaching although only relatively recently has consistent action been taken in response to these insights. Staff morale has been raised and the leadership team are clear about each others' roles and responsibilities. Staff support each other well and those with additional responsibilities are increasingly confident as they experience more success. The school leadership is developing a strong partnership with parents. Parents are well informed and the school involves them effectively in decision-making.
The school has made impressive progress in addressing the safeguarding issues identified at its last inspection and procedures are now good. The school adopts recommended good practice across all areas of its work. The school bursar is highly vigilant in her role and constantly promotes safeguarding best practice. Leaders recognise that there is still much work to do, for instance in effectively promoting community cohesion. The school has not conducted an audit of its context or produced an action plan to address potential shortcomings. Links have not been established with partners in order to promote important aspects of community cohesion.
Governors have increased their effectiveness greatly since the last inspection. They are highly involved in the life of the school and are well organised. They have established systems to rigorously hold the school to account for its work and know the school's strengths and weaknesses.
These are the grades for leadership and management
|The effectiveness of leadership and management in embedding ambition and driving improvement|
Taking into account:
The leadership and management of teaching and learning
|The effectiveness of the governing body in challenging and supporting 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||3|
|The effectiveness with which the school promotes equality of opportunity and tackles discrimination||3|
|The effectiveness of safeguarding procedures||2|
|The effectiveness with which the school promotes community cohesion||4|
|The effectiveness with which the school deploys resources to achieve value for money||3|
Children start in the Nursery with a range of skills and abilities that are below those expected for their age. In both the Nursery and Reception they are making satisfactory and sometimes good progress across most areas of learning. Children behave extremely well and have positive attitudes to their work. They display an enjoyment of their learning, as demonstrated by their enthusiasm for the wide range of opportunities provided. Children show concern for each other and they are starting to form good relationships with adults and their peers. They are safe and secure and demonstrate a feeling of trust in those around them. Children have a limited understanding of the wider world, including a sense of the different cultures in their community.
Teachers organise a range of play and direct teaching activities that engage children in their learning. However, rather too much attention is given to adult-led activities rather than allowing children to practise and build up ideas, concepts and skills independently. The teaching of phonics is improving writing although the more-able children made less progress because they had to wait for others to finish during these sessions. Children's welfare is promoted well in a safe and secure learning environment. Home visits to all parents make an important contribution to the establishing of effective partnerships from the very beginning. The school ensures a continuing dialogue so that all parents are involved in their child's development
The leader of the Early Years Foundation Stage is clear about the weaknesses in the provision and the correct priorities for future development have been identified. A new potentially more effective approach to assessing progress has recently been introduced although this in not yet embedded.
These are the grades for the Early Years Foundation Stage
|Overall effectiveness of the Early Years Foundation Stage|
Taking into account:
Outcomes for children in the Early Years Foundation Stage
The quality of provision in the Early Years Foundation Stage
The effectiveness of leadership and management of the Early Years Foundation
All parents indicate that they think the school takes account of their suggestions and concerns. All parents also indicated that the school is led and managed effectively. The vast majority of parents think their child enjoys school and are happy with their child's experience at school. Most parents responded positively to all the other statements, except that a group of parents disagreed with the statement concerning the extent the school deals effectively with unacceptable behaviour. Inspectors found that the unacceptable behaviour took place rarely and these incidents were confined to the playground. The school has taken steps to encourage more constructive game playing to further improve behaviour in the playground. Pupils reported that when bullying occasionally occurs it is dealt with well by the school.
Ofsted invited all the registered parents and carers of pupils registered at Yardley Wood Community Primary School to complete a questionnaire about their views of the school.
In the questionnaire, parents and carers were asked to record how strongly they agreed with 13 statements about the school. The inspection team received 53 completed questionnaires by the end of the on-site inspection. In total, there are 217 pupils registered at the school.
|My child enjoys school||24||45||28||53||1||2||0||0|
|The school keeps my child safe||27||51||24||45||2||4||0||0|
|My school informs me about my child's progress||23||43||28||53||2||4||0||0|
|My child is making enough progress at this school||25||47||25||47||2||4||1||2|
|The teaching is good at this school||24||45||25||47||4||8||0||0|
|The school helps me to support my child's learning||22||42||26||49||4||8||0||0|
|The school helps my child to have a healthy lifestyle||22||42||24||45||6||11||0||0|
|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 employment)||18||34||24||45||4||8||0||0|
|The school meets my child's particular needs||20||38||30||57||2||4||0||0|
|The school deals effectively with unacceptable behaviour||19||36||22||42||9||17||0||0|
|The school takes account of my suggestions and concerns||16||30||32||60||0||0||0||0|
|The school is led and managed effectively||20||38||31||58||0||0||0||0|
|Overall, I am happy with my child's experience at this school||22||42||30||57||1||2||0||0|
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%.
|Grade 1||Outstanding||These features are highly effective. An oustanding 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 judgement (percentage of schools)|
|Type of school||Outstanding||Good||Satisfactory||Inadequate|
|Pupil referral |
the progress and success of a pupil in their learning, development or training.
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.
how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.
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 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.
5 March 2010
Inspection of Yardley Wood Community Primary School, West Midlands, B14 4ER
Following our recent visit to your school, I want to tell you about our main findings. First, I would like to thank those pupils we interviewed for their thoughtful comments that informed the inspection judgements.
Your school is providing you with a satisfactory standard of education. Achievement is satisfactory and we found evidence that the progress you are making is improving quickly as your school gets better. Care, guidance and support contribute to your feeling safe and are an important factor in helping those of you with special educational needs and/or disabilities make good progress. We were impressed with your politeness and the good behaviour we witnessed.
We recognise that the school has done well in the last couple of years in improving almost every aspect of its work. This led us to decide that the school no longer required special measures. We want the school to implement the plans it has to improve the curriculum in order that you experience more enjoyable and memorable learning. We are suggesting that the school should do more to ensure different people in the community get on well together. We have also asked the school to further improve teaching and learning by ensuring lessons in all year groups challenge you more and by actively involving you more in learning. You can help by continuing to follow the good advice you are given by your teachers.
I wish you all the best for the future.
Her Majesty's Inspector
|Any complaints about the inspection or the report should be made following the procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted's website: ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 08456 404045, or email email@example.com.|