Setting

Mrs Victoria Kelly Acting Headteacher Colmers Farm Junior School Belton Grove Birmingham B45 9PB

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Special measures monitoring inspection of Colmers Farm Junior School

Following my visit to your school on 16–17 March 2016, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave during the inspection and for the time you made available to discuss the actions that have been taken since the school’s previous monitoring inspection.

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Special measures monitoring inspection of Colmers Farm Junior School

The inspection was the third monitoring inspection since the school became subject to special measures following the inspection which took place in March 2015. The full list of the areas for improvement that were identified during that inspection is set out in the annex to this letter. The monitoring inspection report is attached.

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Special measures monitoring inspection of Colmers Farm Junior School

Having considered all the evidence, I am of the opinion that at this time:

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Special measures monitoring inspection of Colmers Farm Junior School

Leaders and managers are taking effective action towards the removal of special measures.

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Special measures monitoring inspection of Colmers Farm Junior School

Having considered all the evidence, I am of the opinion that the school may appoint newly qualified teachers.

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Special measures monitoring inspection of Colmers Farm Junior School

I am copying this letter to the chair of the governing body and the director of children’s services for Birmingham. This letter will be published on the Ofsted website.

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Her Majesty’s Inspector

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk

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The areas for improvement identified during the inspection that took place

 Improve teaching so that it becomes consistently good by: – raising teachers’ expectations of what all pupils can do and securing consistently good progress in reading, writing and mathematics, particularly for disadvantaged pupils – eradicating the low-level disruption that still slows learning in some classes – improving the effectiveness of staff employed to boost the learning of pupils who find learning difficult, for whatever reason, whether taught in class, in groups or individually – simplifying assessment systems so that they give clear information about pupils’ progress, and using that information to improve effectively the progress of every pupil, including the most able – ensuring that, when marking pupils’ work, staff provide pupils with helpful guidance on how to improve, and check that pupils have heeded that guidance.

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The areas for improvement identified during the inspection that took place

 Raise pupils’ achievement in mathematics and deepen their knowledge and understanding of its importance in everyday life by: – cutting down the number of repetitive exercises pupils do unnecessarily and move them on more quickly to use their mathematical skills to solve mathematical problems – making sure that the work given to individuals and groups of pupils leads to consistently good progress in all year groups – building more opportunities for pupils to apply their mathematical knowledge in other subjects.

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The areas for improvement identified during the inspection that took place

 Increase the capacity of leaders, managers and governors to improve teaching and learning, raise standards and secure good progress for all pupils by: – establishing a clear sense of direction and vision for school improvement and communicating them well to staff, pupils and parents – tightening up priorities in the school improvement plan and in the targets set for staff, and relating them to measurable improvement in pupils’ progress – clarifying the roles and responsibilities of those who lead different subjects and aspects of the school’s work, training them to carry out their responsibilities well, and giving them time to fulfil their duties – involving more governors in monitoring the school’s effectiveness so that the governing body can hold the school to account more robustly.

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The areas for improvement identified during the inspection that took place

An external review of governance and of the school’s use of the pupil premium should be undertaken in order to assess how these aspects of leadership and management may be improved.

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Evidence

The inspector observed the school’s work and met with you, the deputy headteacher, school leaders, governors and a group of pupils. A meeting took place with a representative of the Birmingham Education Partnership, which has been commissioned by the local authority to provide support for the school. The inspector observed teaching, scrutinised a range of documents, including action plans, information about the progress made by pupils, attendance and exclusion records. Information on behaviour records and how the school cares for its pupils and keeps them safe was also seen.

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Context

Since the last monitoring inspection, two leaders of learning have been internally appointed to further develop English and mathematics. A new temporary teacher and an internal teaching appointment have been made in the Year 4 classes to provide stability and improve the consistency of education these pupils are receiving. The pastoral team has been expanded to further improve pupils’ personal development, behaviour and welfare and work with parents. The government has recently approved the expansion of Colmers Farm Infant School to include the junior school, creating Colmers Farm Primary School from April this year.

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Outcomes for pupils

The school’s own assessment information demonstrates that pupils’ progress has improved steadily this term for the vast majority of pupils. As most pupils’ starting points across the school were below age-related expectations in September, the consistent progress they are making is helping them to catch up. Some least-able pupils and those who have special educational needs or disability make slightly less progress than other pupils in the school. However, this gap is starting to close, as the teaching and support they receive have improved as a result of staff training and better teaching. Boys and disadvantaged pupils are also catching up with the progress of girls and other pupils in the school. Leaders are fully aware of the remaining differences in rates of progress, and have already put plans in place to further target teaching to provide additional support for these groups.

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Outcomes for pupils

Pupils’ workbooks, inspection evidence and the school’s own assessments show that pupils are now making faster progress towards age-related expectations. This suggests that by the end of this school year, the outcomes for Year 6 pupils in this school will be closer to Year 6 pupils nationally. The school’s own assessment information has been checked and agreed by other schools and an external consultant. The current Year 6 pupils have already made good progress and are better prepared for secondary school than the Year 6 pupils last year.

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Quality of teaching, learning and assessment

Inspection evidence and the school’s own records show that teaching has improved as a result of focused training and increased expectations of both teachers and pupils. School leaders have acted decisively to improve teaching since the previous monitoring inspection. For example, the leaders of learning now teach English and mathematics in Year 4 and, as a result, have rapidly improved the provision for these pupils. Where teaching is strongest, teachers have strong relationships with pupils, and have established effective systems to ensure that pupils receive quality teaching and that no-one is left behind. These teachers create a good climate for learning, promote mutual respect and have higher expectations of all pupils.

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Quality of teaching, learning and assessment

Senior leaders have an accurate view of the quality of teaching. The deputy headteacher has worked effectively to support and improve teaching. As a result, teaching has typically improved. Where teaching is not yet strong enough, leaders are acutely aware of this and have appropriate plans to further improve the consistency across the school. Through the training, monitoring and support provided by leaders, most teachers have fully engaged with the sharp improvement journey and developed their teaching as a result. Leaders and governors are aware that further work is needed to improve the consistency of teaching and increase pupils’ progress so that they achieve at least age-related expectations by the time they leave the school at the end of Year 6.

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Quality of teaching, learning and assessment

Pupils’ progress has improved where the quality of teaching is higher. In these classrooms, high expectations of learning, active pupil engagement and good behaviours for learning are evident. Teaching assistants are also used more effectively now, providing good support for groups and individual pupils. For example, a Year 6 teaching assistant monitored pupils’ learning effectively and, at appropriate times, supported pupils who were not in her focus group to solve ratio problems. Where teaching is rarely weaker, expectations of learning and behaviour are not high enough and effective classroom systems have not been established.

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Personal development, behaviour and welfare

Everyone connected to the school agrees that it is now a calmer place. Inspection evidence and school records show that pupils’ behaviour has improved, as a result of better leadership and stronger systems to support pupils’ personal development. Analysis of school records, parent questionnaires and external monitoring visits clearly support this view. Pupils, parents and governors spoken to during this inspection consider that behaviour has improved and the school is moving forward. In most lessons seen during this inspection, there was evidence of improved behaviour for learning. Leaders and managers recognise that further work is needed to further improve pupils’ personal development, behaviour and welfare. As one pupil said, ‘Behaviour is better because pupils know how to behave now.’ The pastoral team supports pupils’ personal development and behaviour needs effectively. Since the last monitoring visit, an additional member of staff has been

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Personal development, behaviour and welfare

added to this team to provide further rigour and support. This team works together effectively, knows pupils well and makes a positive difference to their school experiences. The headteacher has carefully led the work to develop all pupils’ personal engagement in their education and improve the success they have at school. This has led to better pupil progress, greater mutual respect between staff and pupils, and a happier school.

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Personal development, behaviour and welfare

School records show that both the fixed-term exclusion and ‘serious incident’ rates have continued to fall sharply. Pupils’ attendance is in line with the national average for primary schools and continues to improve. However, the attendance of disadvantaged pupils is still below that of other pupils in the school and persistent absence has not improved.

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The effectiveness of leadership and management

The acting headteacher and the deputy headteacher have taken decisive actions this term, which have led to strong improvements in teaching, learning, assessment and pupils’ progress. Good examples of these are the training, monitoring and coaching teachers have received, and the improved provision for the pupils in Year 4. Pupils’ personal development, welfare and behaviour has also improved, resulting in pupils taking greater responsibility for their education and being better prepared for secondary school.

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The effectiveness of leadership and management

Leaders have an accurate assessment of how far along the improvement journey the school is, and are honest about the work that is still required. Governors have continued to steer the school well and are working closely with the acting headteacher to manage the progress towards becoming a primary school. Parents are increasingly supportive of the leaders’ actions and how well the school responds to parental concerns. This time last year, only half the parents who responded to Ofsted’s online questionnaire, Parent View, would have recommended the school to another parent. When asked the same question during last week’s parents evening, nine out of every 10 parents would now recommend the school. As a result of a clear direction of travel, the school has made secure progress towards the removal of special measures.

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The effectiveness of leadership and management

Safeguarding is effective and good systems are in place to ensure that training is kept up to date and new staff receive safeguarding training as part of their induction.

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External support

The school has continued to receive effective support commissioned by the local authority. The school has listened carefully to external advice and worked quickly on the recommended areas for development from reviews of the school’s progress. The Birmingham Education Partnership has monitored the progress of the school in the form of half-termly meetings and will continue to do so. As a result, the Birmingham Education Partnership has an accurate view of the school and has brokered external staff to support mathematics and the management of behaviour. Colmers Farm Junior School is now much less reliant on this support, which demonstrates the steady progress this school has made.

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