Hagley Primary School

Hagley Primary School Park Road, Hagley, Stourbridge, DY9 0NS

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Overall effectiveness

Previous inspection: Good 2 This inspection: Good 2 Leadership and management Good 2 Behaviour and safety of pupils Outstanding 1 Quality of teaching Good 2 Achievement of pupils Good 2 Early years provision Good 2

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Summary of key findings for parents and pupils

 The strong leadership of the headteacher is based on a clear vision for school improvement that is shared by staff.  The quality of teaching has improved. This ensures that pupils make good progress in reading, writing and mathematics, and reach high standards by the end of Year 6.  Relationships between staff and pupils are particularly good. Pupils have highly positive attitudes and thoroughly enjoy learning.  Pupils behave exceptionally well, both in lessons and when they are playing together. They are consistently polite and thoughtful.  The members of the newly formed leadership team are already starting to use their skills to improve the school’s effectiveness.  Subject and phase leaders are keen to improve their skills and make a difference to the quality of pupils’ learning.  The governing body accurately evaluates the school’s effectiveness and knows what needs to be done to improve it. Governors give leaders good

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Summary of key findings for parents and pupils

support but also challenge them about the school’s performance.  The school cares exceptionally well for pupils and this has a positive impact on their spiritual, moral, social and cultural development. Consequently pupils care very well for each other and feel very safe.  Children settle quickly and make good progress in the Early Years Foundation Stage thanks to well- taught, enjoyable activities.

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It is not yet an outstanding school because

 The tasks set in lessons do not always enable all groups of pupils, including the most and least able, to make outstanding progress.  Teachers do not always check carefully in lessons to make sure pupils are making rapid progress.  Pupils’ progress in mathematics in Key Stage 1 is not as good as in reading and writing.  The skills of some leaders are not yet fully developed, so they are not all making a full contribution to improving the school.

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Information about this inspection

 The inspectors visited 22 lessons taught by 21 different teachers, and held meetings with governors, staff, groups of pupils and a representative of the local authority. Four lessons were jointly observed with senior staff, two with the headteacher and two with the assistant headteacher.  The inspectors observed the school’s work and looked at planning documents, monitoring records, data on pupils’ progress and attainment, and pupils’ work.  The inspectors took account of the 112 responses to Parent View (the online questionnaire), together with the 40 responses to the staff questionnaire.

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Inspection team

David Shears, Lead inspector Additional Inspector

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Inspection team

Robert Bourdon-Pierre Additional Inspector

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Information about this school

 The school is much larger than the average-sized primary school.  The proportion of pupils supported by the pupil premium (additional government funding to support pupils who are known to be eligible for free school meals or looked after by the local authority) is well below average at just over eight per cent.  The proportion of disabled pupils and those who have special educational needs is well below average at just over eight per cent.  Most pupils are White British. The proportions of pupils from minority ethnic groups and who speak English as an additional language are broadly average.  The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.  Children in the Early Years Foundation Stage attend on a full-time basis.  The current headteacher has been in post since January 2014. There has been a significant change of

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Information about this school

staff at all levels since the last inspection.

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What does the school need to do to improve further?

 Improve the quality of teaching by ensuring that:  lesson activities challenge all groups of pupils, including the most and least able, to make the best possible progress  teachers check carefully in lessons that pupils are making rapid progress, and adjust the difficulty of activities accordingly  mathematics in Key Stage 1 is taught as effectively as other subjects.

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What does the school need to do to improve further?

 Extend and consolidate the skills of new leaders so that they can make a full contribution to improving teaching and achievement.

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The leadership and management are good

 The strong vision of the headteacher for school improvement has been shared and embraced by staff. Consequently they show a ‘can-do’ attitude. Pupils also demonstrate this through their positive attitudes to learning.

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The leadership and management are good

 Senior leaders regularly and carefully check the quality of teaching, and use the results to identify and provide any training as required. This information is also used to make decisions about teachers’ pay. Pupils’ progress is monitored effectively through watching lessons, looking at their work and talking to them.

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The leadership and management are good

 The new staff on the senior leadership team are already making a positive impact on school improvement. The phase and subject leaders have embraced their new responsibilities, including the monitoring of pupils’ progress. They say that they feel empowered by senior leaders to make a difference to the school. Their skills are developing but not yet fully effective.

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The leadership and management are good

 The new curriculum has been established well and communicated to parents on the school’s website. Pupils’ spiritual, moral, social and cultural development is promoted well and this supports their preparation for life in modern Britain.

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The leadership and management are good

 The national primary school sports premium is being used well to facilitate a wider range of opportunities to participate in competitions, including cricket, football, athletics, tag rugby and swimming. This is having a positive impact on pupils’ health and well-being.

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The leadership and management are good

 The school is committed to ensuring that all pupils achieve equally well, and checks to ensure that there is no discrimination. The extra pupil premium funding ensures that disadvantaged pupils receive well-chosen support in reading, phonics (the sounds letters make) and mathematics. The school carefully checks the impact this is having on pupils’ progress.

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The leadership and management are good

 Relationships with parents are very positive, with the vast majority who responded to Parent View saying that they would recommend the school to other parents. A very small minority would like more information about their child’s progress. The school has recognised this and is already working to make improvements.

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The leadership and management are good

 The local authority has provided effective support during the changes in staffing and leadership, including supporting the process of staff recruitment and working with the headteacher in evaluating the effectiveness of the school.

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The leadership and management are good

 The governance of the school:  The governing body has a clear understanding of the school’s strengths and areas for development, and an accurate view of its overall effectiveness. It has developed well and now provides effective support and challenge, with good procedures to check that areas for improvement are being addressed well.  Governors check that safeguarding arrangements are effective and meet statutory requirements, and that decisions about teachers’ pay are based on evidence of their effectiveness in the classroom. They have a good understanding of the quality of teaching and information about pupils’ progress and attainment, and how they compare to schools nationally.

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Behaviour

 The behaviour of pupils is outstanding. Pupils behave exceptionally well in classes and enjoy learning. The ‘learning ambassadors’ in each class speak eloquently and enthusiastically about what they have been learning. Sometimes pupils develop ideas, together with the teacher, about how they can be successful in their learning. Consequently they are keen to achieve well. Pupils work very well together in lessons so that learning becomes a shared and enjoyable experience.  Pupils are very positive about behaviour in the school. They say it is good in the playground and around the school, and that any issues are always dealt with well by staff. The school’s records of behavioural incidents confirm pupils’ views that these are uncommon. The very large majority of parents and staff agree that pupils behave well.

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Behaviour

 The school uses clear procedures for checking attendance. Consequently it is securely above the national average and the proportion of pupils who are persistently absent is low.

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Safety

 The school’s work to keep pupils safe and secure is outstanding. Pupils say that there is very little bullying in the school and that any problems are effectively dealt with. Consequently they feel very safe. Inspectors noted that pupils were very considerate of each other when moving around the school; for example, standing aside to let others pass. Nearly all parents and all staff agree that pupils are kept safe in school.

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Safety

 Pupils have a very well-developed understanding of potential risks, including bullying on the internet. Their understanding of keeping safe is supported well through assemblies and personal, social and health education (PSHE) lessons.

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Safety

 The school’s risk assessments are comprehensive. They identify potential hazards and the necessary actions are taken to minimise any risks.

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The quality of teaching is good

 Pupils make good progress in reading, writing and mathematics because teaching is effective. Teachers plan interesting and engaging activities so pupils are keen to work hard.

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The quality of teaching is good

 Teaching assistants work well with teachers to provide good support to pupils. Their help and guidance for small groups and individuals are very effective in helping pupils to develop their understanding. This means, in particular, that disabled pupils and those who have special educational needs make good progress.

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The quality of teaching is good

 Teachers show high expectations of pupils’ behaviour. Relationships between staff and pupils are very strong, so pupils feel safe and are keen to participate in lessons.

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The quality of teaching is good

 Marking is always completed with comments about what pupils have done well and what they could do to improve their work. Teachers check regularly that pupils respond to these comments, to ensure that their understanding has improved.

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The quality of teaching is good

 Pupils have regular opportunities to evaluate their own work, and teachers use this well to help those who are finding work difficult.

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The quality of teaching is good

 Teachers usually make good use of information on what pupils already know and can do to ensure that work is set at the right level of difficulty. They do not always plan extension work to further challenge the most able pupils, so occasionally they are not fully challenged in lessons.

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The quality of teaching is good

 Teachers do not always check in lessons that all groups of pupils are making rapid progress. As a result, they do not always intervene quickly with extra support or further challenge when pupils are not making as much progress as they could be.

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The quality of teaching is good

 The teaching of mathematics in Key Stage 1 is not quite as effective as in other subjects. The school has already identified this, and is taking appropriate action to improve it.

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The achievement of pupils is good

 Pupils make good progress overall in reading, writing and mathematics, starting in the Early Years Foundation Stage. This means that by the end of Key Stages 1 and 2, overall standards are significantly above national averages.

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The achievement of pupils is good

 Pupils make good progress in phonics. The proportion of pupils achieving the expected standard in the Year 1 phonics check is consistently above the national average.

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The achievement of pupils is good

 The most able pupils are making good progress because they typically receive work that builds on their previous learning. For example, in a lesson where pupils were learning to find information from pie charts, the most able pupils in the group moved on to create their own.

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The achievement of pupils is good

 Disabled pupils and those who have special educational needs also make good progress. Teaching assistants, who work closely with them to ensure that they have understood their work, give them effective support. For example, pupils were being given good support in writing by being encouraged to use their phonic skills to build up the words first.

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The achievement of pupils is good

 Disadvantaged pupils make similarly good progress. At the end of Year 6 in 2014, the attainment of these pupils was one term behind other pupils in the school in writing and mathematics but one term ahead in reading. They were at least in line with other pupils nationally in writing and mathematics and ahead by two terms in reading. Their progress was above in reading and mathematics and in line in writing. While there are still some gaps in attainment for pupils currently in the school, particularly in Key Stage 1, by the time pupils complete Key Stage 2 these gaps are closing.

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The achievement of pupils is good

 The large majority of pupils from ethnic minority backgrounds and those who speak English as an additional language make good progress, whatever their starting points.

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The early years provision is good

 Children make a positive start to school. Effective relationships are quickly established with parents and this helps children settle well so that they begin to make good progress in all areas of learning.

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The early years provision is good

 Teaching is good. Children enjoy their learning because teachers plan interesting and enjoyable activities that engage them. They quickly adapt to the school’s ethos, which contributes to their outstanding behaviour. Relationships are very secure and children feel very safe.

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The early years provision is good

 Adults regularly assess pupils’ work and their records include not only what children are able to do but also the next steps in learning. This helps the teacher when planning future lessons.

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The early years provision is good

 The leader of the Early Years Foundation Stage works well with the other teachers in the setting to ensure that good practice is shared. They meet regularly to plan activities and to check assessments together. They have a helpful and detailed action plan to support further improvements.

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The early years provision is good

 By the end of the Early Years Foundation Stage, pupils’ attainment is above that normally expected, and they are well prepared for the next stage in their education when they join Year 1.

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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 improvement 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 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. A school that requires special measures is one where the school is failing

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Grade Judgement Description

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.

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School details

Unique reference number 116678 Local authority Worcestershire Inspection number 448489

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School details

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

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School details

Type of school Primary School category Community Age range of pupils 4–11 Gender of pupils Mixed Number of pupils on the school roll 633 Appropriate authority The governing body Chair Mark Abrams Headteacher Vanessa Payne Date of previous school inspection 11–12 November 2009 Telephone number 01562 883280 Fax number 01562 886531 Email address office@hagleyprimary.worcs.sch.uk guidance ‘raising concerns and making complaints about Ofsted', 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 .

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School details

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.

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School details

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

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School details

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 and 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 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

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School details

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’.

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School details

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

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