Alvechurch CofE Middle School

Inspection of a good school: Alvechurch CofE Middle School Birmingham Road, Alvechurch, Birmingham, West Midlands B48 7TA

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Outcome

Alvechurch CofE Middle School continues to be a good school.

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What is it like to attend this school?

The school’s curriculum is broad, stimulating and extends well beyond the classroom. Pupils have many opportunities to develop their sporting and musical talents. For example, during the inspection several pupils took part in the Young Voices festival.

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What is it like to attend this school?

Pupils learn how to take responsibility and to lead. The school fulfils its ambition to make sure that its pupils have the attitudes and the range of knowledge to be ‘high-school ready’. Leaders and governors are determined that this is an inclusive school that welcomes all. The school provides well for pupils with special educational needs and/or disabilities.

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What is it like to attend this school?

Pastoral care is exceptionally strong. Staff treat the pupils as individuals. They have taken the initiative in talking with pupils about their mental health and emotional well-being. Bullying is very rare, pupils feel safe and really enjoy school. They are articulate, look smart, and behave very well in the classroom and the playground.

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What is it like to attend this school?

Leaders have high expectations for staff and pupils alike. They know what works well, and where learning can be strengthened further. Leaders make most effective use of the Bromsgrove Middle School Partnership to extend their own thinking and to provide training for staff.

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What does the school do well and what does it need to do better?

Subject leaders plan learning well, so that it builds upon what pupils already know and can do. Teachers ensure that pupils learn the important knowledge and skills underlying each subject, such as the design process in design technology. Pupils are clear about what teachers expect of them. Teachers check on what pupils have learned, both in the short and the longer term. This means that teachers can amend their plans accordingly. Pupils learn the importance of adding to their existing understanding and being able to retrieve the knowledge later. Teachers across the school know their subjects very well. They use the correct subject-specific terms and recognise the importance of pupils 28–29 January 2020

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learning and understanding the key vocabulary for each topic. Pupils benefit from being able to use appropriate resources of a high quality in subjects like design technology and music.

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Teachers adapt the learning well for pupils of differing abilities. In music, for example, teaching draws on pupils’ instrumental expertise to stretch those who are capable of more complex work. Occasionally, the work given to those who grasp ideas quickly does not challenge them to think more deeply. Teachers use a wide range of strategies to support pupils with additional needs, although the effectiveness with which they do this varies a little.

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In English, pupils craft their writing well because teachers help them to see how editing can improve it. New incentives have encouraged pupils to read more widely. Teachers choose demanding texts to study in class.

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In mathematics, pupils learn to perform calculations fluently, apply their learning and reason mathematically. They appreciate investigative work. This challenges them to think hard and embeds their learning. Leaders have recently introduced the use of practical equipment to help pupils to visualise ideas.

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Pupils are enthusiastic and constructive in their approach to their studies. In part, this is because classroom activities are varied and interesting. They also respond well to the school’s system of rewards. Pupils’ workbooks show that they often reflect well on how they can improve their work. Just occasionally, pupils might use more initiative if they are stuck in class.

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Leaders and governors plan very effectively for pupils’ broader development. Through subjects such as religious education and music, pupils are introduced to a range of different cultures. They respect people from different backgrounds. Pupils have an impressive range of opportunities to care for others and develop their own skills. For example, during the inspection I saw able Year 8 pupils helping Year 6 mathematicians. They demonstrated considerable patience, knowledge and skill.

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Most staff appreciate the steps that leaders have taken to manage their workload, for example by reorganising parent consultation evenings so that less time is wasted.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know pupils very well and go out of their way to help them when they need it. Pupils have full confidence in the staff and approach them if they have a difficulty or need additional support. Leaders ensure that all staff are well trained to identify any risks to pupils’ safety or well-being. Specialist staff, such as those trained in mental health, provide additional expertise. Records show that when the need arises, leaders take the right steps to involve other agencies that work with children.

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Safeguarding

Leaders make the necessary checks on the staff who join the school. 28–29 January 2020

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(Information for the school and appropriate authority)

 To date, leaders have not secured sufficient consistency in the quality of education for provision to be outstanding. Occasionally, pupils’ workbooks show that they have not grasped all the ideas that they could and should have done. Sometimes pupils complete too much routine work or teachers do not extend the thinking of those who finish quickly. Sometimes staff do not tailor work carefully enough for pupils with additional needs. Subject leaders know where teachers’ day-to-day planning or classroom practice is strong and where it could be strengthened further. Leaders should continue their work to promote high standards in all classes and subjects.

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Background

When we have judged a school to be good, we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.

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Background

This is the first section 8 inspection since we judged the predecessor school, Alvechurch CofE Middle School, to be good on 13–14 September 2012.

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How can I feed back my views?

find out what other parents and carers think. We use Ofsted Parent View information when deciding which schools to inspect, when to inspect them and as part of their inspection.

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How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

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How can I feed back my views?

If you are the school and you are not happy with the inspection or the report, you can complain to Ofsted .

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Further information

You can search for published performance information about the school.

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Further information

In the report, ‘disadvantaged pupils’ refers to those pupils who attract government pupil premium funding: pupils claiming free school meals at any point in the last six years and pupils in care or who left care through adoption or another formal route. 28–29 January 2020

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School details

Inspection number 10122513 Type of school Middle deemed secondary

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School details

Website http://www.alvechurchmiddle.co.uk

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School details

Date of previous inspection Not previously inspected

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Information about this school

 Alvechurch CofE Middle School converted to become an academy on 1 April 2017. It is the only school in Alvechurch CofE Multi-Academy Trust (MAT).  The school runs a breakfast and an after-school club.  The school is a Church of England faith school. Its religious character was last inspected in February 2019.  The school uses no alternative provision.

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Information about this inspection

 Before the inspection, we reviewed the information on the school’s website and spoke to the headteacher on the telephone about the school and its curriculum.  We conducted deep dives into English, mathematics, design technology and music. We held discussions with leaders, visited lessons, held meetings with staff, looked at examples of pupils’ work and had discussions with pupils. 28–29 January 2020

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 We took account of 76 responses to Parent View, Ofsted’s online questionnaire for parents. we also considered 61 free-text comments. We spoke with parents at the start of the second day of the inspection. We read some items of correspondence.  We considered the 28 responses to the staff survey. We also spoke to staff about their professional development and their support from leaders.  We spoke to pupils in lessons and at social times about their experiences at school.  We checked the school’s employment records and met with the deputy headteacher who leads safeguarding. We met with the special educational needs coordinator and briefly visited lessons with her.  We met with the chair and four other members of the governing body. The chair and one of the other governors are also trustees of the MAT.  We met with a national leader in education who works closely with the school. We spoke on the telephone with a representative of the Diocese of Worcester.

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Inspection team

Martin Spoor, lead inspector Ofsted Inspector

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Inspection team

Clare Considine Ofsted Inspector 28–29 January 2020

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regulates and inspects to 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, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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