School etc

Yorkswood Primary School

Yorkswood Primary School
Kingshurst Way
West Midlands

phone: 0121 7703144

headteacher: Mrs D Wilson

school holidays: via Solihull council

381 pupils aged 3—10y mixed gender
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 %

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Schools nearby

  1. 0.3 miles Longmeadow School B347NE
  2. 0.4 miles Hillstone Primary School B347PY (468 pupils)
  3. 0.4 miles Kingshurst Junior School B376BN
  4. 0.4 miles St Anthony's Catholic Primary School B376LW (225 pupils)
  5. 0.4 miles Kingshurst Primary School B376BN (453 pupils)
  6. 0.4 miles Hillstone Primary School B347PY
  7. 0.5 miles Guardian Angels Catholic Primary School B347HN (214 pupils)
  8. 0.5 miles Kingshurst Infant School B376BJ
  9. 0.5 miles Fordbridge Nursery and Infant School B376BX
  10. 0.5 miles Kingshurst School B376NU
  11. 0.6 miles The Archbishop Grimshaw Catholic School B375GA
  12. 0.6 miles Forest Oak School B360UE (155 pupils)
  13. 0.6 miles Merstone School B360UE (88 pupils)
  14. 0.6 miles CTC Kingshurst Academy B376NU (1480 pupils)
  15. 0.6 miles John Henry Newman Catholic College B375GA (1023 pupils)
  16. 0.7 miles Timberley Primary School B347RL
  17. 0.7 miles Bennetts Well Junior and Infant School B375AB
  18. 0.7 miles Smith's Wood Sports College B360UE (1202 pupils)
  19. 0.7 miles Timberley Academy B347RL (526 pupils)
  20. 0.7 miles Silver Birch B347RD (8 pupils)
  21. 0.8 miles The International School B339UF (589 pupils)
  22. 0.8 miles Castle Bromwich Junior School B360HD (473 pupils)
  23. 0.8 miles Green Lanes Primary School B360SY
  24. 0.8 miles Woodlands Junior and Infant School B360NF

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School report

Yorkswood Primary School

Kingshurst Way, Kingshurst, Birmingham, B37 6DF

Inspection dates 12–13 March 2014
Overall effectiveness This inspection: Good 2
Previous 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.
and secure.
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
regular visits.
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.

Inspection team

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

Full report

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

Inspection judgements

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
Golden Arrow

. Their sentences showed imaginative language, with one pupil describing the

‘majestic mystery’ of Sherwood Forest. However, not all teaching helps pupils to make such

outstanding progress.

  • 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
    mathematical skills.
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 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
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

School details

Unique reference number 104077
Local authority Solihull
Inspection number 431512

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Community
Age range of pupils 3–11
Gender of pupils Mixed
Number of pupils on the school roll 382
Appropriate authority The governing body
Chair Carol Cable
Acting Headteacher Andy Tunstall
Date of previous school inspection 9 June 2009
Telephone number 0121 770 3144
Fax number 0121 770 1139
Email address reveal email: off…


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