Acocks Green Primary School

Inspection of Acocks Green Primary School Westley Road, Acocks Green, Birmingham, West Midlands B27 7UQ

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Outstanding Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

p.1

Overall effectiveness Good

The headteacher of this school is Sarah Ward. This school is a single academy trust school. Other people in the trust also have responsibility for running the school. The trust is overseen by a board of trustees, chaired by Sharon Pitfield.

p.1

Overall effectiveness Good

Ofsted has not previously inspected Acocks Green Primary School as an academy under section 5 of the Education Act 2005 as, until November 2020, the school was exempted by law from routine inspection, so there has been a longer gap than usual between inspections. Judgements in this report are based on the current inspection framework and also reflect changes that may have happened at any point since the last graded inspection of the predecessor school. 16 and 17 July 2024

p.1

What is it like to attend this school?

The school motto of ‘everyone is different, everyone is equal, everyone is welcome’ shines through. This is a school where everyone is included and valued. The school is passionate about helping pupils to become well-rounded, empathetic citizens.

p.2

What is it like to attend this school?

High expectations for behaviour are clear and consistently applied. Pupils, including those with special educational needs and/or disabilities (SEND) demonstrate this through their excellent conduct and exceptional attitudes to learning. Behaviour in class and around the school is excellent. This starts in the Nursery, where children show exceptional levels of concentration for their age.

p.2

What is it like to attend this school?

The school provides highly effective pastoral support for the pupils in its care. The curriculum successfully promotes well-being and all-round achievement. They are happy in school and know who to report concerns to if they have a worry. Pupils are safe, happy and enjoy attending school.

p.2

What is it like to attend this school?

Older pupils take on many leadership responsibilities like eco monitors, well-being ambassadors and school councillors. Pupils embrace these roles. They are proud to make a tangible difference and celebrate their contributions to the life of the school. The school engages extremely well with the local community, with pupils carrying out litter picks or raising money for the local children’s hospital.

p.2

better?

The school’s curriculum is ambitious and designed to meet the needs of all pupils, including those with SEND. In many subjects, including mathematics and English, it is clear how pupils’ learning builds up step by step and deepens over time. For example, in mathematics, children in the early years develop a deep understanding of number patterns through carefully chosen resources. Older pupils build on this knowledge and solve problems with mathematical diagrams. In a minority of wider curriculum subjects, key knowledge is not identified with the same degree of precision and the intended sequence of learning is not as clear. This prevents pupils from building the depth of knowledge they need.

p.2

better?

The school has designed an exceptional curriculum for children in the early years. Staff plan exciting and engaging activities for children, which allows them to build their learning. Staff successfully take into account children’s low starting points and the needs of the many pupils who speak English as an additional language. As a result, children make rapid progress. Many children reach a good level of development by the end of Reception, and are more than ready for the next stage of their education.

p.2

better?

Reading is a high priority. From the early years, children are immersed in a language rich environment. In the Reception year, children are systematically taught phonics from the outset. The school ensures that books pupils are given to practise reading match the sounds they know. This helps them build fluency and confidence. Pupils 16 and 17 July 2024

p.2

3

who fall behind in their reading are swiftly identified through regular assessment. They receive effective support to catch up quickly. Older pupils read widely and often from a range of high-quality texts that reflect diversity and difference.

p.3

3

Pupils with SEND have their needs accurately and promptly identified. Staff adapt learning activities so that pupils experience the same curriculum as their peers. Pupils with the most complex needs receive a bespoke programme with high levels of support. The school has established a ‘wellbeing hub’, where pupils complete ‘sensory circuits’. This helps them regulate their emotions and begin the day in a positive way.

p.3

3

The school also has high expectations for attendance and works with families to ensure pupils come to school. As a result, attendance is higher than the national average.

p.3

3

The personal development provision in the school is exemplary. An extensive range of sport, music, performance, outdoor education, trips and visits support the planned curriculum and broaden pupils’ cultural capital. Pupils have an impressive understanding of fundamental British values, for example democracy and the rule of law. Pupils visit places of worship to learn about different views and beliefs. This helps them to build a knowledge of concepts, such as fairness, tolerance and equality. Pupils enjoy clubs such as chess, computing and the chance to perform with the school orchestra. The school provides sporting opportunities for all pupils and have been successful in winning local tournaments such as school tennis.

p.3

3

Most staff feel valued and supported. Trustees have clear systems in place to ensure that they are well informed about the school. A minority of parents are unhappy with the school’s work. However, many parents speak highly of the school, the staff and the nurturing environment that is provided for their children.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a minority of wider curriculum subjects, the school has not identified with enough precision the knowledge it wants pupils to know and remember. As a result, some pupils are less well prepared for future learning. The school should ensure that the precise knowledge pupils need to learn is identified and sequenced across all subjects so all pupils know and remember more. 16 and 17 July 2024

p.3

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). 16 and 17 July 2024

p.4

School details

Date of previous inspection Not previously inspected under section 5 of the Education Act 2005

p.5

Information about this school

 The headteacher of the school started her role in September 2022.  The school does not use any alternative provision.  There is a breakfast club for pupils who attend the school.

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.  Inspectors met with the headteacher, deputy headteacher, school staff, parents and pupils. The lead inspector met with the chair of the trust and a member of 16 and 17 July 2024

p.5

6

the governing board. The lead inspector had a telephone call with the school improvement partner.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education and music. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work. Inspectors also met with curriculum leaders and looked more widely at pupils’ work in art, design technology, geography and history.  To evaluate the effectiveness of safeguarding, 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.  Inspectors observed pupils’ behaviour in lessons and around the school, including

p.6

6

at lunchtime. In addition, inspectors met with pupils formally and informally to hear their views.  Inspectors considered responses to the online survey, Ofsted Parent View, including free-text responses. They also looked at responses to the staff surveys.

p.6

Inspection team

Gavin Summerfield, lead inspector His Majesty’s Inspector

p.6

Inspection team

Mark Sims Ofsted Inspector 16 and 17 July 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