Old Church Church of England C Primary School

Inspection of Old Church Church of England C Primary School School Street, Off Alma Street, Darlaston, Wednesbury, West Midlands WS10 8DL

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Outstanding Previous inspection grade Good 21 and 22 May 2024

p.1

What is it like to attend this school?

Pupils are happy at this friendly school because Old Church is a calm and caring community. All pupils do their best to aspire to the school’s values of ‘Relationships, Responsibility, Resilience and Respect’. Staff know pupils and their families very well. Pupils feel safe at school. If they have any worries, they know that adults will help them.

p.2

What is it like to attend this school?

Pupils behave well. They care about one another and treat each other with courtesy and respect. Pupils are kind, polite and considerate. They welcome visitors to their school with pride. Pupils who struggle to manage their feelings or behaviour are given effective support and help. Bullying is very rare. If it does happen, it is dealt with quickly and fairly.

p.2

What is it like to attend this school?

Pupils learn well, particularly in reading and mathematics. They appreciate the range of exciting and engaging learning experiences with which they are provided. From the early years onwards, pupils work hard to achieve their best in every lesson.

p.2

What is it like to attend this school?

Children in Reception get off to an excellent start. Well-trained staff support children’s language development exceptionally well. Children quickly learn the routines of the school.

p.2

better?

The school has designed an ambitious curriculum for all pupils. Across the curriculum it is clear what pupils will learn and how they will improve their knowledge and skills over time. Teachers regularly revisit important knowledge and concepts, as well as key vocabulary. Staff are able to spot gaps in pupils’ understanding and adapt teaching accordingly. However, the curriculum is not fully embedded in some subjects. In addition to this, in some subjects assessment systems still need to be more effective in order to enable teachers to precisely identify gaps in pupils’ understanding. Staff help pupils effectively in order to develop the skills to work things out for themselves. Pupils with special educational needs and/or disabilities (SEND) succeed in their learning because they are given appropriate individual support.

p.2

better?

Published outcomes do not reflect the quality of education provided by the school. The school has identified the reasons for these outcomes. Effective steps have been taken to support the learning of the many older pupils who are new to the school and to address issues in the previous curriculum. Current pupils are achieving well.

p.2

better?

The school is committed to ensuring that every pupil develops a love of reading. Children learn to read from the moment they start school. Where pupils require extra help, staff quickly identify what is needed and provide high-quality interventions. Pupils access a wide range of reading resources. They become confident and fluent readers. Pupils develop their vocabulary and effectively use their reading skills in all of their subjects. 21 and 22 May 2024

p.2

3

In the early years, staff soon get to know children very well. They expertly identify the gaps in children’s knowledge and skills. The school has created an early years curriculum in which the needs of all its children have been taken into consideration, including the high proportion of those who have low language skills on entry. Activities are precisely adapted to ensure that children learn well and are ready for key stage 1. Leaders have ensured that the learning environment provides every opportunity for children to develop their communication and language skills.

p.3

3

Pupils’ behaviour in class and around the school is positive. They respond well to the school’s high expectations of them. Because of this, pupils can learn in an environment that is nearly always free from distractions.

p.3

3

The school places a strong emphasis on pupils’ personal development. Pupils learn about differences and the importance of being respectful. The curriculum is designed so that pupils know and understand how to keep themselves safe, including when they are online. Pupils appreciate opportunities that the school provides to develop them as citizens, such as taking part in community projects and being librarians. They would, however, like the school council to have more impact and to, overall, have a stronger voice in the school.

p.3

3

Governors know the school, its staff, pupils and community well. They understand their responsibilities and have considerable knowledge and expertise. Governors hold the school to account, regularly visit classrooms and have meetings with staff. Staff feel valued by leaders. They know they will be listened to if they need support. Staff appreciate the many training opportunities that the school provides. However, the school has not fully developed the support for all subject leads to evaluate the impact of their work. This means that the impact of many aspects of the new curriculum has not yet been fully realised.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 The curriculum designs and use of assessment in some subjects are not as well established as others. Because of this, not all pupils are reaching their full potential across the whole curriculum. The school needs to ensure that curriculum design is fully embedded across all subjects, and assessment is used effectively to identify any key knowledge which pupils have not secured.  Sometimes, subject leaders’ evaluation of the impact of the new curriculum lacks precision. This means that next steps to improve it following evaluation are less clear. The school should ensure that subject leaders are supported to evaluate the 21 and 22 May 2024

p.3

4

impact of their work with more precision, and in this way their future actions have more impact on pupils’ learning.  Pupils would like to have a stronger voice in the school as, for example, they feel that the student council does not have enough impact. The school needs to develop systems to improve the pupil voice and for the school council to be more effective.

p.4

How can I feed back my views?

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

p.4

How can I feed back my views?

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

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with SEND; pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 21 and 22 May 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Date of previous inspection 23 October 2018, under section 8 of the Education Act 2005

p.5

Information about this school

 The school provides a breakfast club and after-school clubs, which are open to all pupils.  At the time of the inspection, the school was not using any alternative provision.  The school is part of the Diocese of Lichfield. Its most recent section 48 inspection was in June 2017. The school was judged to be outstanding for overall effectiveness.

p.5

Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005.

p.5

Information about this inspection

Inspections are a point-in-time judgement about the quality of a school’s education provision.

p.5

Information about this inspection

 This was the first routine inspection the school received since the COVID-19 pandemic began. Inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school. 21 and 22 May 2024

p.5

6

 Inspectors spoke to the headteacher, senior leaders, staff and pupils. The lead inspector spoke with members of the governing body, including the chair. The lead inspector also spoke to a representative of the diocese.  Inspectors carried out deep dives in these subjects: early reading, mathematics, English, geography and art and design. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at pupils’ work. The lead inspector listened to some pupils read to adults they knew.  The inspectors also looked at pupils’ work in some other subjects, including science, history and religious education. They discussed the school’s curriculum, the early years curriculum and provision with leaders.  The inspectors observed pupils during breaktimes and lunchtimes and spoke with pupils and leaders about personal, social and health education and opportunities

p.6

6

for pupils’ personal development.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils interests first.  The inspection team took account of a range of other information, including the school’s development plans, school policies and governors’ minutes.  The lead inspector considered the responses to Ofsted Parent View. He also took into consideration the responses to the survey for staff.

p.6

Inspection team

David Buckle, lead inspector Ofsted Inspector

p.6

Inspection team

Nina Sangha Ofsted Inspector 21 and 22 May 2024

p.6

7

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 looked after children, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7