Yorkswood Primary School
phone: 0121 7703144
headteacher: Mrs D Wilson
379 pupils capacity: 101% full
210 boys 55%
170 girls 45%
Last updated: Aug. 27, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 416579, Northing: 288242
- GPS coordinates
- Latitude: 52.492, Longitude: -1.7573
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- March 12, 2014
- Region › Const. › Ward
- West Midlands › Meriden › Kingshurst and Fordbridge
- Urban > 10k - less sparse
- Investor in People
- Committed IiP Status
- Free school meals %
- 0.3 miles Longmeadow School B347NE
- 0.4 miles Hillstone Primary School B347PY (468 pupils)
- 0.4 miles Kingshurst Junior School B376BN
- 0.4 miles St Anthony's Catholic Primary School B376LW (225 pupils)
- 0.4 miles Kingshurst Primary School B376BN (453 pupils)
- 0.4 miles Hillstone Primary School B347PY
- 0.5 miles Guardian Angels Catholic Primary School B347HN (214 pupils)
- 0.5 miles Kingshurst Infant School B376BJ
- 0.5 miles Fordbridge Nursery and Infant School B376BX
- 0.5 miles Kingshurst School B376NU
- 0.6 miles The Archbishop Grimshaw Catholic School B375GA
- 0.6 miles Forest Oak School B360UE (155 pupils)
- 0.6 miles Merstone School B360UE (88 pupils)
- 0.6 miles CTC Kingshurst Academy B376NU (1480 pupils)
- 0.6 miles John Henry Newman Catholic College B375GA (1023 pupils)
- 0.7 miles Timberley Primary School B347RL
- 0.7 miles Bennetts Well Junior and Infant School B375AB
- 0.7 miles Smith's Wood Sports College B360UE (1202 pupils)
- 0.7 miles Timberley Academy B347RL (526 pupils)
- 0.7 miles Silver Birch B347RD (8 pupils)
- 0.8 miles The International School B339UF (589 pupils)
- 0.8 miles Castle Bromwich Junior School B360HD (473 pupils)
- 0.8 miles Green Lanes Primary School B360SY
- 0.8 miles Woodlands Junior and Infant School B360NF
Yorkswood Primary School
Kingshurst Way, Kingshurst, Birmingham, B37 6DF
|Inspection dates||12–13 March 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 a good start to school life in the |
Progress is improving and most pupils,
Disabled pupils, those who have special
Teaching is good across all key stages and, at
The behaviour of pupils is good. They are
Early Years Foundation Stage.
including the more-able, now make good
progress. Standards are rising in English and
mathematics and are on target to be above
average in this year’s tests.
educational needs and those for whom the
school receives extra government funding,
receive good support and progress well.
times, it is outstanding. Pupils learn well
because lessons are interesting and fun.
keen to get on and listen carefully to what
their teachers tell them.
| The school is good at keeping its pupils safe |
Pupils’ attendance has risen and is now
Pupils’ spiritual, moral, social and cultural
Leaders offer staff good quality training and
Governors are highly committed to the school.
average. More pupils arrive on time to school.
understanding is developed well through their
lessons, assemblies and extra activities.
check to ensure that teaching is at least good.
As a result, teaching and achievement have
They challenge leaders effectively and check
the school’s work systematically through
| Teaching is almost always good but not |
enough is outstanding.
| Pupils do not have sufficient opportunities to |
write in different ways or to practise and
extend their mathematical skills in subjects
other than English and mathematics.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||2 of 11|
Information about this inspection
- Inspectors observed 17 parts of lessons taught by 16 teachers. Eight lessons were observed
jointly with senior leaders. In addition, inspectors made shorter visits to a number of lessons and
listened to pupils read. They visited the playground at break time and lunchtime. Inspectors also
attended an assembly.
- 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 pupils’ books.
- Meetings were held with the acting headteacher, the executive headteacher, other school
leaders and staff, and with three members of the governing body. Inspectors considered the
responses to the questionnaires completed by 25 members of staff. They met a representative
from the local authority.
- Inspectors considered the views given in the 16 responses to the online survey (Parent View).
They took account of the school’s own questionnaires to parents. Inspectors also spoke
informally to parents at the end of the school day.
- 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|
|Margaret Dutton||Additional Inspector|
|Mark Cadwallader||Additional Inspector|
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||3 of 11|
Information about this school
- Yorkswood Primary School is a larger-than-average primary school. It provides for children in the
Early Years Foundation Stage through a Nursery as well as Reception classes. Around half the
children who enter the school in Reception come from Yorkswood Nursery, with the remainder
coming from other local nurseries.
- Most pupils come from White British backgrounds.
- The proportion of pupils who join partway through their primary school education is higher than
- 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 below the national average. The proportion of pupils supported by school action
plus or with a statement of special educational needs is much higher than 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. There were a number of
temporary appointments during 2012/13.
- The executive headteacher has been seconded from the school to work on other projects for the
local authority and a group of schools in North Solihull for four days each week. The deputy
headteacher has been made acting headteacher for the term of this secondment.
- The school is a member of UNITY, a formal collaborative with 19 other schools.
What does the school need to do to improve further?
- Improve teaching so that more is outstanding and progress continues to accelerate.
- Provide more opportunities for pupils to develop more varied styles of writing and to apply their
mathematical skills across all subjects.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||4 of 11|
|The achievement of pupils||is good|
- Children join the Nursery and Reception classes with skills that are usually well below those
typically seen at their age, especially in language and communication and in their social skills.
They make good progress during the Early Years Foundation Stage because teachers and other
adults plan enjoyable indoor and outdoor activities which help children develop a wide range of
skills. Most pupils join Year 1 with a level of development which is still below that expected for
their age, although they still make good progress from their start at school.
- Pupils’ attainment at the end of Key Stage 1 dipped overall in 2013, despite the school’s efforts
to support pupils during a period of frequent changes in staffing. However, many of the pupils
made good progress from the end of Reception to the end of Year 2, including higher-attaining
- The results for the Year 1 check in phonics (the sounds that letters make) were above the
national average in 2012 and 2013. Boys did better than girls in the Year 1 and the Year 2
phonics checks in 2013. Girls are now just as confident as boys in showing how well they know
their letters and sounds, including those appearing in new words they have only just learnt.
- Standards at the end of Key Stage 2 are broadly average. In 2013, pupils made the progress
they were expected to make. Fewer made good progress from the end of Key Stage 1. However,
pupils in the current Year 6 are making good progress, and a few pupils are working at Level 6
in writing and mathematics.
- This year, most pupils in all years are making good progress, due to consistently good teaching
in reading, writing and mathematics. Their books show good progress, with examples of striking
improvements being made during the course of the year. More-able pupils do well because they
are given demanding work. They relish challenges such as membership of the mathematics
- Pupils who join the school other than at the usual start time catch up quickly and achieve as well
as classmates who have been at the school since the Early Years Foundation Stage.
- The attainment of pupils supported through the pupil premium is good. The extra funding has
been used well to provide more support to pupils in all years, as well as paying towards school
trips. In 2013, the gap of three months in writing between pupils entitled to the funding and
their classmates closed completely. In mathematics they were ahead by nine months. The gap
widened from three to six months in reading, but has already reduced this year to two months.
The school’s ‘Reading Champion’ has helped younger pupils improve and become keen readers.
- Reading is taught well and pupils quickly develop an enjoyment of books. They know how to link
letters to sounds. Pupils can retell the plot of a story accurately.
- Disabled pupils and those who have special educational needs make good progress in reading,
writing and mathematics because teachers and other adults give them good support in class as
well as in ‘catch-up’ sessions in small groups. However, pupils do not always have the chance to
show how well they can cope on their own without the help of an adult.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||5 of 11|
|The quality of teaching||is good|
- Teaching is typically good, and some is outstanding. The work in books shows that pupils right
across the school make good progress because of the good teaching they now receive. Parents
who completed the online questionnaire and the school’s own survey agree that teaching is
- Pupils are ready to learn from the start of the lesson. Teachers’ good subject knowledge,
coupled with their enthusiasm, leads to pupils being fully involved in their learning. In a Year 2
history lesson, the teacher’s good use of technology increased pupils’ interest in the activity to
design a poster about the first expeditions to the South Pole.
- Teachers mark pupils’ books every day. They often write detailed comments about pupils’ work
and set pupils extra practice in spellings or additional questions in mathematics, which pupils are
given time to complete. This has helped improve their progress considerably.
- Teaching in the Early Years Foundation Stage is consistently at least good and some is
outstanding. In the Nursery class, children excitedly shared their many ideas for activities and
drew up a menu for a birthday party. Teaching prepared them exceptionally well for the next
stage of the planned activity, which was to put together a party list.
- Teachers and other adults work well as teams, circulating to help pupils of different abilities to
develop good understanding and to ensure pupils persevere when the work is more demanding.
- Where pupils make the best progress, this is because teaching gets them thinking deeply. In a
Year 5 English lesson, the pupils were bursting with ideas to alter the story,
Robin Hood and the
. Their sentences showed imaginative language, with one pupil describing the
‘majestic mystery’ of Sherwood Forest. However, not all teaching helps pupils to make such
- Pupils’ English books show teachers plan activities that offer opportunities for pupils to write in
different ways, including stories, descriptions, poetry and instructions. Equally, in their
mathematics books, the work pupils are set contains a balanced mix of calculations and activities
that encourage them to use their basic skills to solve problems. However, in their other subjects,
pupils have fewer opportunities to write in a variety of different styles or to use their
|The behaviour and safety of pupils||are good|
- The behaviour of pupils is good. In lessons, pupils show respect towards each other and towards
staff. They can be relied upon to work well with each other in the classroom. In a Year 2
mathematics lesson, a pupil readily offered some extra cubes to help a classmate work out some
fractions, saying: ‘You can use mine.’ In the Reception class, children said they were ‘carers,
sharers, problem-solvers and good thinkers’ when they worked together in their groups.
- Pupils enjoy their lessons and are keen to learn. Any lapses in concentration are occasional and
quickly spotted by teachers, who make sure that pupils understand the learning and have work
at the right level. Pupils’ books often show their pride in their work, with pupils almost always
presenting it clearly and neatly.
- When they are not in lessons, pupils are well-behaved, moving sensibly around the site and
opening doors for adults. The lunchtime is calm and activities are well-supervised. Younger
pupils appreciate the ‘buddy busters’ who play with any pupils left on their own.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||6 of 11|
- Pupils enjoy coming to school and wear the Yorkswood uniform with pride. They feel that any
suggestions for improvements in the school will be listened to by their school council and the
acting headteacher. They are keen to earn the ‘golden time’ awarded for good behaviour.
Parents and staff say that behaviour is well managed. Staff are skilled at working with pupils
who find it harder to settle comfortably into school life and routines.
- The school’s work to keep pupils safe and secure is good. Parents and staff responding to
questionnaires agree that the school is safe. Pupils know how to keep themselves safe and know
how to use the internet safely, and consistently follow the school’s ‘zip it, block it, flag it’ code.
- Pupils understand what bullying means, including cyber-bullying. Pupils told inspectors that there
is occasional bullying and name-calling, but they are confident that adults will sort out any
concerns they have.
- Attendance has risen since the last inspection and is now in line with the national average. The
school’s strategy of keeping in close contact with parents to make sure they send their children
to school has boosted attendance and punctuality. In the whole-school assembly, excitement
mounted as pupils helped to put class attendance percentages in number order, with a burst of
applause when the acting deputy headteacher finally revealed the highest-attending class.
|The leadership and management||are good|
- The acting headteacher and senior leaders are committed to ensuring that all pupils are given
every opportunity to succeed. The values of ‘Achievement, Inclusion, Commitment, Enjoyment’
(AICE) are shared by all who work at the school, and pupils know that AICE stands for helping
everyone to do well.
- Governors and school leaders have used the aims and actions of the school’s improvement plan
to help the school move forward quickly. As a result, the school has successfully tackled all the
areas for improvement from the previous inspection.
- Senior leaders and the teachers in charge of subjects have an accurate view about the quality of
teaching because they check teachers’ planning of work, visit lessons regularly and go through
pupils’ books to find out whether or not pupils are making good progress. Leaders have not
hesitated to tackle any weaker teaching, and therefore teaching is now only rarely less than
- Teachers are set clear targets, drawn from the school improvement plan. Teachers are held to
account for pupils’ progress, in line with the national standards. Leaders make sure that teachers
receive extra responsibilities or pay only where their teaching is consistently good.
- Teachers value the training offered by the school, speaking of the difference it has made in
helping them use data to track pupils’ progress, prepare questions which make pupils think hard,
and plan for the new National Curriculum. They use visits to schools in North Solihull to check
each other’s marking of pupils’ tests. As a result, pupils’ work at the end of Key Stage 1 is
assessed more accurately than in the past. Several teachers, including the Early Years
Foundation Stage leader and the English leader, lead specialist training in other schools.
- A local authority adviser has provided good support to the school by helping to check the
accuracy of senior leaders’ judgements, but knows that the school no longer needs more
intensive support. The local authority values the executive headteacher’s work in helping other
schools to improve. The acting headteacher has shared with other schools how the pupil
premium has been spent to help raise the attainment of pupils who are entitled to the funding.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||7 of 11|
- The school teaches subjects through interesting themes. Pupils therefore benefit from a broad
and balanced curriculum. The Year 4 pupils’ display of Indian elephant mosaics and their lively
compositions in drumming contribute to their spiritual and cultural development. In their
personal, social and health education lessons, pupils discuss attitudes towards others,
developing social and moral understanding. Visits including a Year 5 trip to a planetarium inspire
pupils’ learning in science.
- The school works hard to reach all parents and parents are highly positive about the care their
children receive. The school builds in opportunities for parents to work alongside their children,
as in the ‘Big Bang’ project. The school’s Black History Month was introduced in response to
suggestions from parents. Parent governors have helped to improve security in the buildings and
around the site.
- The primary school sports funding has been used to fund specialist teaching in gymnastics and
dance, as well paying for staff training. The new leader for physical education (PE) has trained
staff in using the newly-purchased PE equipment safely. Pupils in the sports council prepared
questionnaires to find out what clubs would appeal to others, with older pupils taking the lead in
these activities. A pupil was congratulated in assembly for ‘an outstanding warm-up idea in PE
and teaching other pupils.’ The extra funding is making a difference to pupils’ health and fitness.
- Leadership in the Early Years Foundation Stage is good. The new leader has lost no time in
planning new topics to make children’s learning more exciting and enjoyable. Staff now work
more closely with the other local nurseries to check the progress children have made before they
enter the Reception Year. The Early Years Foundation Stage leader has introduced book bags for
children to take home to encourage pupils to read at home. Parents now see a regular record of
their children’s progress at school.
- The governance of the school:
Governors come into the school frequently to find out at first-hand about teaching. They go
into lessons, look at pupils’ books and talk to pupils about their learning. In a recent visit, for
example, governors checked whether teaching helped pupils of all abilities to make enough
Governors compare the performance of the school against that of similar schools nationally.
They dig beneath the headline results, making sure that pupils’ performance is checked
thoroughly. This makes them confident that pupils’ results reflect good progress over time
Governors keep a close eye on the school’s finances. They know that the pupil premium has
helped to raise attendance and to close the gaps in writing and mathematics. They have used
the primary school sport funding for staff training in physical education and dance
Governors make good use of training from the local authority and UNITY. They have a keen
sense of responsibility. One governor explained: ‘Our work can’t be good, unless things
happen in the school.’ Governors go through the school plan regularly, asking searching
questions about progress. They ensure that challenging targets, linked with the plan and
pupils’ progress, are set for the headteacher and staff. They check that teachers are rewarded
only if their teaching is consistently good and pupils do well
Governors make sure that safeguarding procedures meet national requirements.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||8 of 11|
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.
|Inspection report:||Yorkswood Primary School, 12–13 March 2014||9 of 11|
|Unique reference number||104077|
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||382|
|Appropriate authority||The governing body|
|Acting Headteacher||Andy Tunstall|
|Date of previous school inspection||9 June 2009|
|Telephone number||0121 770 3144|
|Fax number||0121 770 1139|
You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted
will use the information parents and carers provide when deciding which schools to
inspect and when and as part of the inspection.
You can also use Parent View to find out what other parents and carers think about
schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link
on the main Ofsted website: www.ofsted.gov.uk