Meadow Green Primary School

Age group 3–11 Inspection date(s) 23–24 February 2012 Inspection number 379297 Wythall, Meadow Green Primary Inspection report

p.1

Unique reference number 116763 Local authority Worcestershire Inspection number 379297 Inspection dates 23–24 February 2012 Lead inspector Michael Farrell

p.1

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

p.1

Type of school Primary School category Community Age range of pupils 3–11 Gender of pupils Mixed

p.1

Appropriate authority The governing body Chair Steve Fenton Headteacher Nathan Jones Date of previous school inspection 20 June 2007 School address Meadow Road Wythall Birmingham B47 6EQ Telephone number 01564 823495 Fax number 01564 822218 Email address office@meadowgreen.worcs.sch.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school. Under the Education Act 2005, the school

p.1

must provide a copy of this report free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

p.2

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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.

p.2

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

p.2

Introduction

This inspection was carried out with two days’ notice. Inspectors observed a school assembly and 15 lessons comprising 8 hours teaching; saw 12 teachers; and held meetings with groups of pupils, staff and the Chair of the Governing Body. They contacted parents and carers by telephone when requested. They heard a sample of pupils read. Inspectors noted there were no available responses to the on-line questionnaire (Parent View) in planning the inspection. They observed the school’s work, and looked at a range of documents including data on pupils’ progress, school development planning, and safeguarding documentation, and scrutinised 155 parental questionnaires.

p.3

Information about the school

This is a larger-than-average primary school in which most pupils are White British. A small number of pupils come from different minority ethnic groups and a small number speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is about average but the school has an above average percentage of pupils with a statement of special educational needs. The school meets current government floor standards.

p.3

Information about the school

Since the previous inspection, a new headteacher has been appointed and has been in post for three years. An integrated Early Years Foundation Stage Unit has been developed with three mixed-age Nursery and Reception Year classes. The governing body runs a daily breakfast club.

p.3

Key findings

 This is a good school. Spiritual, moral, social and cultural development is promoted with commitment including through celebratory assemblies. Leaders and managers have contributed significantly to developing a relevant and engaging curriculum. Pupils enjoy school and are prepared well for the next stage of their learning. Because teaching is good and behaviour is well managed pupils have positive attitudes to learning, achieve well, behave considerately and feel safe. The school is not outstanding because where lessons are only satisfactory pace is not always suitable; pupils do not always have opportunities to discuss their learning, and do not always know the next steps for improving their work. Also, Early Years Foundation Stage provision and outcomes are satisfactory because planning and provision do not always enable Reception children to make the best progress.  Pupils make good progress and achieve well. Groups of pupils including boys

p.4

Key findings

and girls, high-attaining pupils, and those who speak English as an additional language, all achieve well. Disabled pupils and those who have special educational needs are carefully identified and achieve well.  Teachers manage behaviour effectively and work closely with teaching assistants to ensure learners make good progress. In the better lessons pupils are engaged fully and accurate assessment leads to planning which builds constructively from one lesson to another.  Pupils are polite and considerate of each other. They behave well in lessons and around school. In the well-organised breakfast club, pupils behave courteously and relate well to adults. More widely, pupils act with a good understanding of safety and say they feel safe.  The governing body supports and challenges well and leaders and managers set a clear direction for improvement. The school evaluates itself accurately so that it knows what is needed to improve further. Safeguarding meets statutory

p.4

Key findings

requirements. The arrangements for the management of performance enable support to be provided as necessary so staff improve. Leadership of teaching involves regular monitoring of lessons and has a positive impact because accurate judgements are conveyed to staff.

p.4

What does the school need to do to improve further?

 Ensure all teaching is at least good by:  keeping a brisk lesson pace  encouraging pupils to discuss their learning with each other  making sure pupils always know the next steps in their learning.

p.5

What does the school need to do to improve further?

 In the Early Years Foundation Stage, ensure planning for reception children precisely identifies their particular learning needs and that activities are always sufficiently challenging to enable them to achieve well.

p.5

Achievement of pupils

Children enter the nursery attaining at expected levels and leave Key Stage 2 with above average standards in English and mathematics. In the Early Years Foundation Stage some children make good progress especially in social and emotional development but overall outcomes are satisfactory and improving. Pupils build confidence and understanding in a range of subjects, especially literacy. Attainment in reading at the end of Key Stage 1 is broadly average and by the time pupils leave the school at the end of Key Stage 2 is above average. Pupils whom inspectors heard read demonstrated a range of strategies to tackle new words with increasing competence and confidence. Inspectors’ scrutiny of pupils’ work over time also confirmed good achievement. Literacy and mathematics in planned effectively across the curriculum and purposeful writing is encouraged well through topic work so pupils approach the next stages of their education confidently and well prepared.

p.5

Achievement of pupils

Overall achievement in lessons is good. Over time good progress is indicated by national data, the school’s data and its records of lesson observations. Different groups of pupils achieve well including boys and girls, those who speak English as an additional language, and pupils whose circumstances may make them and their families vulnerable. Disabled pupils and those who have special educational needs, including pupils with statements of special educational needs, achieve well. The school tracks their progress effectively and focuses support promptly, including that from other services such as speech and language therapy, to secure good outcomes.

p.5

Achievement of pupils

In lessons, learning accelerates when activities are pitched well for the ability of different groups of pupils. For example, in a mathematics lesson younger pupils achieved well in understanding and recognising the rules of number sequences because activities were suitably matched to their needs and good relationships encouraged pupils to try hard. Pupils have positive attitudes to learning, especially when the topic captures their interest. For example, in a good lesson older pupils composed poems about conservation, achieving well. They were gripped by the topic and so they concentrated intensely. The teacher enthusiastically encouraged them to think sensitively and choose ambitious vocabulary as well as working independently, for example by using dictionaries. Resulting poems revealed respect for the environment accurately capturing the theme of conservation. A very high percentage of parents and carers correctly judge that their children are making good progress in

p.5

Quality of teaching

Teaching observed was mainly good. The school’s view of teaching is accurate, as confirmed by joint lesson observations between a senior leader and an inspector, and the school’s records of teaching over time confirm good teaching. Teaching of reading, writing and communication is systematic and effective so that pupils know how to respond if a text is challenging. Teachers are adept at motivating pupils and adjusting lessons according to their responses because they know each pupil well. Staff successfully convey to pupils high expectations of behaviour and learning. Because they know their subjects thoroughly, teachers make accurate assessments, for example through questioning pupils, and this informs the planning of subsequent lessons. Where teaching is only satisfactory, pace is not always brisk enough, pupils do not have sufficient opportunity to reflect on their performance, and they do not always securely know the next steps of their learning. In better lessons, tasks are

p.6

Quality of teaching

challenging and the pace is well judged. Teaching assistants work effectively with individuals and groups.

p.6

Quality of teaching

Teaching strongly supports pupils’ spiritual, moral, social and cultural development because activities are systematically reviewed to assess their impact. The planned curriculum supports teaching well because it is tailored to be interesting and suitable. A very high percentage of parents and carers and pupils correctly consider pupils are taught well at the school. Younger pupils achieved well when writing a narrative because the lesson was carefully structured so pupils knew what was expected and participated fully and confidently. Staff worked closely together managing learning and behaviour well so that pupils’ behaviour was good and they enjoyed the lesson. In a good mathematics lesson for older pupils about angles the teacher’s lucid recapping of earlier learning enabled pupils to participate enthusiastically. In subsequent, well-organised independent working, established classroom routines and

p.6

Quality of teaching

good behaviour helped maintain a brisk pace. In the Early Years Foundation Stage the ethos and relationships are warm and caring and teaching is satisfactory and improving.

p.6

Behaviour and safety of pupils

Pupils show positive attitudes to learning, engaging in lessons and behaving well, which assists their good achievement. Punctuality to school and to lessons is good. Arrangements at morning break times lead to sociable sessions where pupils can enjoy each other’s’ company while eating a healthy snack. Attendance is average and improving over time as the school tackles the issue of term-time holidays. Pupils act with consideration towards each other and over recent years there have been very few exclusions. Pupil questionnaires indicated that a significant minority considered that behaviour was not always good in lessons but in meetings with pupils this was not the view. Almost all parents and carers considered that behaviour was good. Inspectors found that behaviour was consistently good in lessons and around school. Records indicate that behaviour has been maintained at the good levels seen at the

p.6

Behaviour and safety of pupils

previous inspection. In a very few instances parents and carers expressed concerns about safety. Inspectors confirmed that the senior leaders were aware of these views and very willing to see if they could do more to allay any remaining concerns parents and carers may have. A very high percentage of parents and carers consider their children feel safe, and in meetings with inspectors, pupils say they feel safe and know about keeping safe in different circumstances. Bullying is infrequent and the school has ensured that pupils are aware of different types of bullying such as name calling and cyber bullying and they know they can go to a trusted adult if they have any worries about bullying or anything else. In the Early Years Foundation Stage, children behave well and play happily.

p.6

Leadership and management

The governing body is well informed, has a clear view of the school’s strengths and weaknesses, and brings an impressive range of skills to bear in challenging and supporting the school. The headteacher and senior leadership team convey high expectations for the school. Since the previous inspection, the school has maintained good behaviour, achievement, and teaching and has made the curriculum more interesting and relevant. Self-evaluation is accurate and perceptive. The headteacher and senior staff monitor teaching regularly and accurately and convey outcomes clearly to staff. Professional development and support is focused on school priorities, such as curriculum development. The impact of this is a more engaging and interesting curriculum which pupils enjoy. The school demonstrates the capacity to improve further.

p.7

Leadership and management

The curriculum, which has been modified successfully over the past two years, promotes good pupil behaviour and safety and strong spiritual, moral, social and cultural development, including for disabled pupils and those who have special educational needs. Partnerships with parents and carers are strong and the school is striving to respond to areas where it can do better such as ensuring the school’s website is always up to date. Leaders and managers promote equality and tackle discrimination well, for example by tracking progress to ensure pupils do not slip behind and intervening as necessary. They also take reports of bullying or discrimination seriously, and tackle such instances on the very rare occasions they arise. Safeguarding policies and procedures are carefully developed and monitored and meet statutory requirements. An innovative Early Years Foundation Stage Unit has been developed which parents and carers appreciate and which offers great

p.7

Leadership and management

flexibility in the sessions their children attend, but the needs of Reception children are not met as fully as they should be.

p.7

Grade Judgement Description

Grade 1 Outstanding These features are highly effective. An outstanding 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.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Nursery schools 46 46 8 0 Primary schools 8 47 40 5 Secondary schools 14 38 40 8 Special schools 28 48 20 4 Pupil referral units 15 50 29 5 All schools 11 46 38 6

p.8

Type of school Outstanding Good Satisfactory Inadequate

New school inspection arrangements have been introduced from 1 January 2012. This means that inspectors make judgements that were not made previously. The data in the table above are for the period 1 September 2010 to 31 August 2011 and represent judgements that were made under the school inspection arrangements that were introduced on 1 September 2009. These data are consistent with the latest published official statistics about maintained school inspection outcomes (see www.ofsted.gov.uk ). The sample of schools inspected during 2010/11 was not representative of all schools nationally, as weaker schools are inspected more frequently than good or outstanding schools. Primary schools include primary academy converters. Secondary schools include secondary academy converters, sponsor-led academies and city technology colleges. Special schools include special academy converters and non-maintained special schools.

p.8

Type of school Outstanding Good Satisfactory Inadequate

Percentages are rounded and do not always add exactly to 100.

p.8

Common terminology used by inspectors

Achievement: the progress and success of a pupil in their learning and development taking account of their attainment.

p.9

Common terminology used by inspectors

Attainment: the standard of the pupils’ work shown by test and examination results and in lessons.

p.9

Common terminology used by inspectors

Attendance the regular attendance of pupils at school and in lessons, taking into account the school’s efforts to encourage good attendance.

p.9

Common terminology used by inspectors

Behaviour how well pupils behave in lessons, with emphasis on their attitude to learning. Pupils’ punctuality to lessons and their conduct around the school.

p.9

Common terminology used by inspectors

Capacity to improve: the proven ability of the school to continue improving based on its self-evaluation and what the school has accomplished so far and on the quality of its systems to maintain improvement.

p.9

Common terminology used by inspectors

Leadership and management: the contribution of all the staff with responsibilities, not just the governors and headteacher, to identifying priorities, directing and motivating staff and running the school.

p.9

Common terminology used by inspectors

Learning: how well pupils acquire knowledge, develop their understanding, learn and practise skills and are developing their competence as learners.

p.9

Common terminology used by inspectors

Overall effectiveness: inspectors form a judgement on a school’s overall effectiveness based on the findings from their inspection of the school.

p.9

Common terminology used by inspectors

Progress: 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.

p.9

Common terminology used by inspectors

Safety how safe pupils are in school, including in lessons; and their understanding of risks. Pupils’ freedom from bullying and harassment. How well the school promotes safety, for example e-learning.

p.9

carers to share with their children. It describes Ofsted’s

main findings from the inspection of their school.

p.10

Inspection of Wythall, Meadow Green Primary, Birmingham B47 6EQ

It was good to meet you when my colleagues and I inspected your school recently. Thank you for making us welcome and talking to us. Thank you especially to those of you who read to us, showed us your work, and talked to us about the school. Meadow Green is a good school. It is well led and managed. Teaching is good and you do well in your learning. Some of you said in your questionnaires that you did not think behaviour was always good but we found generally that you behave well in lessons and around school. You enjoy school and could tell us easily all the things you liked about it.

p.10

Inspection of Wythall, Meadow Green Primary, Birmingham B47 6EQ

There are some things the school could do better so I have asked the staff to

p.10

Inspection of Wythall, Meadow Green Primary, Birmingham B47 6EQ

 make sure all lessons move along at a good pace  give you a chance to discuss your learning with each other and make sure you know your individual targets for improving your work  make sure the older children in the Early Years Foundation Stage achieve at least as well as the younger ones.

p.10

Inspection of Wythall, Meadow Green Primary, Birmingham B47 6EQ

How can you help? You can all continue to try hard in your lessons so that as these new opportunities happen you can make the best use of them. From seeing you and talking with you, I feel sure you will do this.

p.10

Inspection of Wythall, Meadow Green Primary, Birmingham B47 6EQ

Michael Farrell Lead inspector procedures set out in the guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.10