Haslucks Green School

Inspection of a good school: Haslucks Green School Haslucks Green Road, Shirley, Solihull, West Midlands B90 2EJ

p.1

Outcome

Haslucks Green School continues to be a good school.

p.1

What is it like to attend this school?

Pupils at Haslucks Green Junior School thoroughly enjoy attending. There is lots to do, and everyone is fully included.

p.1

What is it like to attend this school?

Pupils are friendly and polite. They live up to the high expectations for learning and behaviour. Warm relationships between staff and pupils are built on mutual respect. This helps pupils to feel cared for and safe. Pupils value the firm friendships they form during their time at school.

p.1

What is it like to attend this school?

A wide range of activities and opportunities ensure that pupils are very well prepared for their next stages of education and beyond. Voting for school councillors, eco-committee members and reading councillors helps pupils to understand life in modern Britain and have a say in the running of the school. Culture champions ensure that everyone feels welcome and part of the school family.

p.1

What is it like to attend this school?

Pupils build character and resilience through competing in sporting events and taking part in residential trips, where they learn not to give up. Cultural diversity days help pupils to learn about, and celebrate, others. Visits from emergency services and money workshops help prepare pupils to look after themselves.

p.1

What is it like to attend this school?

Parents and carers speak very highly of the school. One parent, echoing the views of many, said that ‘nothing is too much trouble, and everyone is happy to help.’

p.1

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

There is a shared vision in this vibrant, close-knit learning community to ensure that everybody can ‘be the best they can be’. The curriculum is ambitious and well considered, and pupils are eager to learn. Dedicated leaders and staff ensure that pupils with special educational needs and/or disabilities (SEND) can learn, play and succeed alongside their peers. 2 and 3 July 2024

p.1

2

This is a school where reading is a high priority. From engaging daily story sessions to well-structured fluency lessons, pupils learn to read and learn to love books and stories. Pupils who need extra support when learning to read are quickly identified. The school has recently introduced a phonics scheme and well-trained staff use a consistent approach to ensure that pupils catch up. Older ‘pupil support champions’ help their younger friends by practising reading with them at lunchtime.

p.2

2

Across the curriculum, the school has identified the important knowledge, skills and vocabulary for pupils to learn. For example, in music, pupils in Year 4 correctly use terms such as ‘ostinato’ and ‘a cappella’ when composing and performing in class groups. Pupils in Year 5 apply their understanding of musical notation when learning to play brass instruments. In mathematics, skilful teacher explanations help pupils in Year 6 to understand the multiplicative relationships between numbers when learning about ratio. However, in some lessons, teachers do not check what pupils have learned effectively enough. This means that some pupils spend time practising what they can already do. Some other pupils are moved on to new learning before they have understood previous learning. This hampers pupils from deepening their knowledge fully.

p.2

2

The school has introduced a range of strategies to help pupils to remember important knowledge. For example, pupils share their learning with friends at the ‘memory café’ and quizzes and questioning in lessons help them to recall previous learning. However, some of these strategies are not yet as effective as the school intends. This means that, sometimes, pupils forget what has been taught.

p.2

2

Pupils’ personal development is exemplary. A wide range of opportunities and roles are available to all, and pupils relish these. ‘Reading councillors’ knowledgeably recommend books to others, ‘culture champions’ use their different languages to make new pupils feel welcome and prefects help to keep everyone safe. Trips, clubs and other experiences are ambitious and provide pupils with the skills and resilience to succeed. For example, the impressive school choir is active in the local community and pupils are eagerly rehearsing for an upcoming performance in the Royal Albert Hall.

p.2

2

Pupils behave incredibly well. They are kind and respectful and show very positive attitudes to learning. The school’s values, including ‘happiness’, ‘empathy’ and ‘selflessness’, are lived out daily. One pupil summed this up perfectly by saying, ‘we all love each other’.

p.2

2

Governors share the school’s ambition for all pupils. They are kept well informed about the work of the school. Staff value the ‘family’ ethos and feel well supported in their roles.

p.2

Safeguarding

The arrangements for safeguarding are effective. 2 and 3 July 2024

p.2

(Information for the school and appropriate authority)

 Some teachers do not check pupils’ understanding within lessons well enough. This means teachers do not always know when pupils need further help to secure basic concepts or when some pupils are ready for work to deepen their understanding. Leaders should ensure that teachers know how to systematically check learning in their subjects so that they can identify pupils who need further help and those who are ready to move on.  The school has recently introduced some strategies to help pupils to remember key knowledge and skills. These strategies are not yet fully effective, and, as a result, some pupils cannot remember the most important learning in some subjects, over time. The school should continue to refine and embed the new approaches so that pupils know more and remember more across the curriculum.

p.3

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 an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the school to be good in July 2014.

p.3

How can I feed back my views?

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.3

How can I feed back my views?

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

p.3

Further information

You can search for published performance information about the school.

p.3

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (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 2 and 3 July 2024

p.3

4

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). 2 and 3 July 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Website www.haslucks-green.solihull.sch.uk

p.5

School details

Date of previous inspection 15 January 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school does not use any alternative provision.  The school runs an on-site breakfast club.

p.5

Information about this inspection

 Inspections are a point-in-time judgement about the quality of a school’s education provision.  This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school.  During the inspection, the inspector carried out deep dives into these subjects: reading, mathematics and music. For each deep dive, the inspector met with subject leaders, looked at curriculum plans where they were available, visited a sample of lessons, spoke to some teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector also looked at samples of pupils’ work and spoke to pupils about some other subjects. The inspector also listened to pupils read to a familiar adult. 2 and 3 July 2024

p.5

6

 The inspector held meetings with the headteacher, the special educational needs coordinator and other leaders. The inspector met with the chair and other representatives of the local governing body.  The inspector observed pupils’ behaviour during lessons, around the school and at lunchtime. The inspector spoke to pupils about pupils’ behaviour.  To evaluate the effectiveness of safeguarding, the inspector: 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 inspector considered responses to Ofsted Parent View, including the free-text responses. The inspector also took account of responses to Ofsted’s staff and pupil surveys.  The inspector talked to parents and families at the school gate.

p.6

Inspection team

Rachel Henrick, lead inspector His Majesty’s Inspector 2 and 3 July 2024

p.6

7

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.

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