Yardley Wood Community Primary School
Headteacher: Mr Benjamin Turner
School holidays for Yardley Wood Community Primary School via Birmingham council
210 pupils capacity: 126% full
140 boys 53%
120 girls 45%
Last updated: July 30, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 409575, Northing: 279764
- GPS coordinates
- Latitude: 52.416, Longitude: -1.8606
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Feb. 5, 2014
- Region › Const. › Ward
- West Midlands › Birmingham, Selly Oak › Billesley
- Urban > 10k - less sparse
- Special classes
- Has Special Classes
- Free school meals %
- 0.4 miles Our Lady of Lourdes Catholic Primary School (NC) B130EU (249 pupils)
- 0.4 miles TLG - South East Birmingham B144BN (10 pupils)
- 0.5 miles Highters Heath Nursery School B144BH (74 pupils)
- 0.5 miles Highters Heath Community School B144LY (209 pupils)
- 0.7 miles Billesley Junior School B130ES
- 0.7 miles Billesley Infant School B130ES
- 0.7 miles Chilcote Primary School B280PB (474 pupils)
- 0.7 miles Peterbrook Primary School B901HR (466 pupils)
- 0.7 miles Billesley Primary School B130ES
- 0.7 miles Billesley Primary School B130ES (449 pupils)
- 0.8 miles Mill Lodge Primary School B901BT (235 pupils)
- 0.9 miles Kings Heath Boys Mathematics and Computing College B130RJ (504 pupils)
- 1 mile Grendon Junior and Infant School (NC) B144RB (284 pupils)
- 1.1 mile Rosslyn School B289JB (93 pupils)
- 1.1 mile Haslucks Green School B902EJ (210 pupils)
- 1.2 mile Hall Green Infant School B280AR (411 pupils)
- 1.2 mile Hollywood Primary School B144TG (415 pupils)
- 1.2 mile St Ambrose Barlow Catholic Primary School B289JJ (209 pupils)
- 1.2 mile St Alban's Catholic Primary School B145AL (208 pupils)
- 1.2 mile Swanshurst School B130TW (1781 pupils)
- 1.2 mile The Dame Ellen Pinsent School B130RW (123 pupils)
- 1.2 mile Burman Infant School B902JW (237 pupils)
- 1.3 mile Hall Green Junior School B289AJ (391 pupils)
- 1.3 mile Hall Green School B280AA
Ofsted report transcript
Yardley Wood Community Primary
School Road, Birmingham, B14 4ER
|Inspection dates||5–6 February 2014|
|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
| Children get off to a good start and make |
Most pupils, including those who are more
Teaching is good throughout the school.
Good teamwork between teachers and other
good progress in the Early Years Foundation
able, make good progress in each class
across the school. Standards are rising in
English and mathematics and pupils are well
on track to be at least at the national average
by the end of Key Stages 1 and 2.
Pupils enjoy the work they are given, which
helps them learn well.
adults in the classroom results in disabled
pupils and those who have special
educational needs doing well in their learning.
| Pupils behave well in lessons and this helps |
Attendance has risen and pupils are punctual.
The school’s support to pupils and their
Leaders give staff good training and check the
The school enhances pupils’ spiritual, moral,
Governors know the school well and provide a
them to learn. They are polite and considerate
towards adults and other pupils and feel well
families is a strength and helps pupils to
succeed in their learning.
quality of teaching regularly. Consequently,
teaching and achievement have improved
social and cultural development through its
curriculum and the many activities and visits
good balance of challenge and support.
| Most teaching is good rather than |
Pupils do not always have opportunities to
outstanding in its impact on pupils’ learning
extend their learning and thinking more
| Not all teachers plan tasks for pupils that help |
Pupils’ handwriting is not always clear. As a
them improve the quality of their writing in
result, some do not present their work well.
Information about this inspection
- Inspectors observed 20 parts of lessons taught by 10 teachers. Six lessons were observed jointly
with senior leaders. Inspectors observed the teaching of reading and listened to pupils read. In
addition, inspectors made shorter visits to a number of lessons. They visited the playground at
break time and the school hall at lunchtime. Inspectors also attended two assemblies.
- Inspectors met two groups of pupils and talked to other pupils in lessons, in the playground and
as they moved around the school.
- Inspectors saw pupils’ written work during lessons and, with school leaders, looked in greater
depth at a selection of their books.
- Meetings were held with the headteacher, other school leaders and staff, eight members of the
governing body and its clerk. Inspectors considered the responses to the questionnaires
completed by 25 members of staff.
- Inspectors spoke with a representative from the local authority and a National Leader in
Education who has worked with the school. Inspectors also met the visiting speech and
- Inspectors spoke to parents at the start of the school day and looked at the very small number
of letters sent by parents. They took account of the school’s own questionnaires to parents.
There were too few responses to the online questionnaire (Parent View) to provide a summary
of parents’ views.
- Inspectors looked at a number of documents, including the school’s checks on how well it is
doing and its plans for improvement. They checked the school’s information about pupils’
progress over time, and looked at records about the quality of teaching and minutes of
governing body meetings. Inspectors scrutinised how the school keeps its pupils safe and looked
at records relating to behaviour, attendance and safeguarding.
|Elizabeth Cooper, Lead inspector||Additional Inspector|
|Jennifer Taylor||Additional Inspector|
|Helen Owen||Additional Inspector|
Information about this school
- Yardley Wood Community Primary School is an average-sized primary school. It provides for
children in the Early Years Foundation Stage through a Nursery as well as Reception classes.
- Just under half of the pupils come from minority ethnic groups. The proportion of pupils who
speak English as an additional language is above the national average.
- The proportion of pupils who join partway through their primary school education is much higher
- The proportion of pupils supported through the pupil premium (additional government funding
that in this school applies to pupils who are looked after and those known to be eligible for free
school meals) is well above the national average.
- The proportion of disabled pupils and those who have special educational needs supported by
school action is above the national average. The proportion of pupils supported by school action
plus or with a statement of special educational needs is in line with the national average.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress.
- There have been several staffing changes since the previous inspection.
- The school provides a breakfast club for its pupils.
What does the school need to do to improve further?
- Increase the proportion of outstanding teaching and improve pupils’ progress and attainment by:
making sure that pupils have enough opportunities to improve their learning by exploring
ideas in depth
providing more opportunities for pupils to develop their writing skills to the full, particularly
when they write in subjects other than English
helping pupils to improve the quality of their handwriting and presentation of their work.
|The achievement of pupils||is good|
- Children enter the Early Years Foundation Stage with skills well below those expected for their
age, particularly in language and communication. By the end of the Reception Year in 2013,
most children achieved a good level of development because of good teaching and extra
- Pupils make good progress across Key Stage 1 and their attainment rose in 2013. However,
most struggle to reach national averages by Year 2.
- Pupils’ results in the Year 1 screening check in phonics (the sounds that letters make) are usually
close to the national average, but results in 2013 declined a little due to some loss of staffing
continuity last year. Year 1 pupils practise phonics every day in small groups and are making
better progress this year because teaching has improved to be good. The school helps pupils to
catch up on phonics during Years 2 and 3, where necessary.
- Pupils develop as competent readers through the school, particularly in Key Stage 2. When
pupils read out loud, most can use their skills in relating sounds to letters to work out new
words. Pupils learn to check the meanings of words in the dictionary, but also sometimes resort
to using pictures in the book to help them to understand. As they develop their reading skills,
pupils read with greater expression. For example, in a Year 6 reading lesson, pupils enjoyed
choosing one of 30 different activities to complete, once they had finished reading a chapter in
Goodnight, Mister Tom.
- Progress and achievement rise in Key Stage 2 from the good foundations laid in Key Stage 1 and
Reception. Pupils’ attainment in the Year 6 national tests has risen since the previous inspection,
particularly in 2013, to compare favourably with the national average in reading, writing and
mathematics. Pupils attained particularly well in mathematics. All pupils made, at least, the
progress expected of them in reading, writing and mathematics. Most did better than this in all
three subjects, and many made exceptional progress, especially in reading and mathematics.
The proportion of pupils gaining Level 5 increased, although slightly fewer boys than girls
reached that level in writing.
- Most pupils currently in the school, especially the more-able pupils, are achieving well. In most
classes, there is little difference between the progress of boys and girls, and the school’s detailed
information shows that any difference in attainment is being eliminated. Pupils who speak
English as an additional language make similar progress to that of other pupils because teachers
and other adults give them extra help in using English in lessons when needed.
- Pupils who join the school during Key Stages 1 and 2 catch up quickly and do as well as their
classmates who started in the Early Years Foundation Stage.
- Disabled pupils and those who have special educational needs make good progress in reading,
writing and mathematics, because teachers and other adults plan exactly what extra help they
need and provide it. School leaders are highly skilled at deciding when pupils are ready to cope
without extra help from the close assessments made of these pupils’ progress. The school works
closely with parents to help them support their children at home.
- The pupil premium has been used well to pay for extra support in all years and for specialist
teaching in information and communication technology. As a result, pupils supported through
the pupil premium make good progress. In reading, the small gap of two months between pupils
entitled to the funding closed completely in 2013. The gap reduced in writing from a whole year
to two months, and in mathematics from nine months to six. Pupils receiving the extra funding
are on target this year to be ahead of their classmates at both key stages.
|The quality of teaching||is good|
- Teaching is almost always good and, at times, it is outstanding. The quality of teaching seen
during the inspection reflected that observed by the school’s leaders in their regular checks of
teaching. Teaching in English, mathematics and other subjects is equally strong because
teachers use their good subject knowledge to plan work that interests pupils. Reading is well
- Lessons start promptly and no time is wasted. Teachers have positive relationships with pupils,
who understand the classroom routines and only rarely need reminders. Almost all pupils settle
down to their learning promptly. A Key Stage 1 pupil told an inspector: ‘You need to learn for
when you are an adult.’ Pupils treat teachers and other adults with equal respect, and members
of staff operate as a team.
- Teachers plan interesting activities which challenge pupils of different abilities to learn.
Consequently, learning is almost always successful. Technology is often used effectively. For
example, Year 5 pupils were completely engrossed in improving their computer animation. The
teacher encouraged them to use sophisticated techniques, and everyone made considerable
progress because pupils willingly helped each other.
- Disabled pupils and those who have special educational needs are taught well in lessons, with
extra support where needed. For example, in a Year 3 mathematics lesson, pupils with special
educational needs made good progress because the well-deployed teaching assistant used extra
resources to help the pupils work out their answers successfully.
- Good teaching in the Early Years Foundation Stage helps children to make good progress.
Teachers make sure that learning is fun and provide children with plenty of choice of different
activities. Teachers take every advantage of opportunities to develop children’s skills in letters
and sounds. For example, in a Reception class, children enjoyed spelling out ‘cat’, ‘fat’ and ‘bat’
to include the
song, even suggesting the nonsense word ‘lat’.
- Where pupils make the best progress, teaching fires their thinking. For example, in a Year 5
mathematics lesson, the teacher actively encouraged a pupil who suggested a new way of
checking whether a calculation was correct. The teacher swiftly involved the rest of the class in
finding out whether the pupil’s idea would work. As a result, everyone was extremely keen to be
the first to answer. However, not all lessons provide such opportunities to stimulate this level of
- Teachers mark work carefully, giving pupils detailed guidance on how to improve it. Pupils can
be relied upon to complete the extra questions or spellings set by their teachers. Pupils complete
a good range of writing in their English books, but they are not expected to write extensively in
other subjects, even where the topics lend themselves to more written work. The quality of
handwriting in pupils’ books is not as neat as it could be, and sometimes spoils the presentation
of their work.
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. From the Early Years Foundation Stage onwards, pupils are
usually keen to learn and try hard – whether working on their own or as part of a class.
- In the Nursery class, children settle quickly and happily to their chosen activities. They are polite
towards adults and thoughtful towards each other in taking turns. These habitual actions
contribute to what is often outstanding behaviour towards learning.
- Through the school, pupils are used to helping each other in lessons. Only occasionally do one or
two pupils lose concentration when they are stuck with their work.
- Pupils are proud of their school and its uniform. They behave politely and open doors for adults
and for each other. Pupils need little prompting to leave everything tidy at the end of the lesson.
The children in the Early Years Foundation Stage were impressive in their willingness to clear up.
- The school has introduced plenty of lunchtime activities for pupils, including the games led by
the sports coach paid for through the sports premium. Midday staff and parents alike
commented on the constructive behaviour the additional activities had stimulated. Older pupils
play their part in leading singing at lunchtime. Year 6 pupils were highly enthusiastic in their
singing practice and eagerly took it in turns to conduct the song,
Let me see your bungalow
- Records kept by the school show that the few incidents of poor behaviour are dealt with
effectively. Teachers and other adults help the small number of pupils who fall out with each
other to settle their differences, and this contributes to the harmonious community in the school.
Pupils say that any concerns they express about bullying are followed up quickly by staff.
- The school’s work to keep pupils safe and secure is good. Pupils have great confidence that the
headteacher and all the staff will make sure that they are safe. The message of not trusting
new-found ‘friends’ on the internet was brought home to pupils in a simulated experience in an
assembly. Children in Reception can explain what to do if there is an emergency. Leaders ensure
that the school is safe and entry is restricted. Staff are rigorously checked for their suitability.
- Pupils enjoy coming to school, as shown by the rapidly rising levels of attendance and their
prompt arrival at school each day. The school has been most successful at reducing the numbers
of pupils who are away from school for long periods. The school provides high-quality support to
pupils and their families, helping pupils to settle into school life and do well.
|The leadership and management||are good|
- The headteacher is deeply respected by staff, pupils and parents for his leadership. He is ably
supported by the deputy headteacher and other leaders and, together, they are moving the
school forward quickly. Consequently, achievement and teaching have improved considerably
since the previous inspection. Leaders at all levels are accurate in their judgements of what still
needs to improve.
- Senior staff and teachers in charge of subjects check teaching by looking at teachers’ planning of
work, observing lessons and talking to pupils about their learning. Subject leaders are effective
in supporting improvement. Teachers speak highly of how training has improved their teaching,
for example, when teaching letters and sounds or helping pupils investigate in science. They use
visits to other schools to check each other’s marking of the writing tests and to swap ideas for
teaching English grammar, punctuation and spelling. Other schools have been in contact to find
out how the school uses technology in teaching.
- The school sets teachers challenging targets, which link closely to the school improvement plan
and to the national standards expected of teachers. Teachers are held fully to account for the
quality of teaching in ensuring the progress of the pupils they teach.
- The local authority has provided good support to the school since its previous inspection. The
school makes good use of advice given by a National Leader of Education when checking
teaching. The local authority now intervenes less directly, recognising how much the school has
- The curriculum is well coordinated to develop pupils’ knowledge, skills and understanding. Pupils
are invited to suggest topics they would find interesting to study, and are asked to evaluate the
lessons they receive to give staff feedback on the success of learning activities. The many visits,
such as the trip to Birmingham Cathedral and the visit to London to see
memorable learning experiences for pupils. The visitors to school, including children’s authors,
help to inspire their learning. The school’s website offers pupils and parents interactive games in
English and mathematics and the class blogs display pupils’ work.
- The curriculum does much to stimulate pupils’ spiritual, moral, social and cultural development.
Pupils’ poetry stimulated by Remembrance Day poppies shows their thoughts about war. Pupils
are taught to care for others through the Olympic values of the sports partnership and through
their generous fund-raising. Teachers encourage pupils to work together, contributing to their
social development. Pupils’ art is inspired by the work of different artists, such as Georges
Méliès’s animation in the film,
Trip to the moon
- The primary school sports funding is used to employ a specialist coach, who has trained school
staff in teaching physical education. Pupils take part in competitive sports against other schools
through a sports partnership. Pupils greatly enjoy creating games and rules, using adventure
equipment. Workshops for parents and the ‘Class Snack Swap Challenge’ help to promote
healthy eating. The extra funding is making a noticeable difference to pupils’ health and fitness.
- The school works hard to keep in touch with parents. The school’s recent parental survey shows
that most parents think highly of the school and feel that their children are making good
progress. A parent who wrote to the inspection team said: ‘In the last couple of years I have
seen a vast improvement in the way pupils are encouraged to achieve their goals and dreams.’
- Leadership in the Early Years Foundation Stage is good. Teachers and other adults keep a close
eye on how well children are doing. They frequently talk to parents about their children’s
progress when they collect them at the end of the day. The Early Years Foundation Stage leader
invited parents to several workshops where parents shared ideas for play activities with children.
As a result, children developed good speaking and listening skills.
- The governance of the school:
The governing body benefits from the skills and expertise of its members, including that of the
experienced Chair of the Governing Body. The training provided by the local authority has
helped to give governors a good understanding of how to hold the school to account. In their
meetings, governors frequently question the headteacher and teachers in charge of subjects
about progress against the targets in the school improvement plan.
Governors are linked to particular classes. They visit their link class regularly to gain a better
understanding of the teaching and learning going on. They also provide practical help, for
example, by hearing pupils read. Their visits give them an accurate view of the quality of
teaching in the school. They understand how teachers’ performance is managed and make
sure that teachers are only awarded extra pay or promotion where teaching is consistently
good and pupils achieve well.
Governors are well used to analysing the published data on pupils’ attainment and progress
and they use this information to compare the school’s results with those of schools nationally.
They can explain in detail how the sports and pupil premium grants have been spent and the
difference the extra funding has made to pupils’ well-being and to their attainment.
Governors go out of their way to be approachable to parents and carers by attending parents’
evenings and school events and by talking to parents at the gate.
Governors make sure that pupils are safe and secure through regular checks of the school
site. Safeguarding meets all statutory requirements.
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||103281|
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|
|Number of pupils on the school roll||264|
|Appropriate authority||The governing body|
|Date of previous school inspection||30 April 2012|
|Telephone number||0121 6752456|
|Fax number||0121 6755001|