The Deanery Church of England Primary School

Inspection of Deanery Church of England Primary School Fox Hollies Road, Walmley, Sutton Coldfield, West Midlands B76 2RD

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Inspection dates: 12 and 13 November 2024

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The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Early years provision Outstanding Previous inspection grade Outstanding

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The headteacher of this school is Jayne Luckett. Deanery Church of England Primary School is a single-academy trust. The trust is overseen by a board of trustees, co-chaired by Andrew Hewston and Emma Taylor.

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Until November 2020, the school was exempt from routine inspection because it was judged as outstanding for overall effectiveness at its previous inspection under section 5 of the Education Act 2005. The school has not been inspected under section 5 of the Act since June 2013. Since September 2024, schools have not been awarded an overall effectiveness grade. 12 and 13 November 2024

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What is it like to attend this school?

Pupils are very proud to be a part of this highly successful school. They feel happy and safe, valued and heard. Pupils are respectful and thoughtful and treat one another kindly. On the rare occasions when behaviour falls below the school’s high expectations, pupils have confidence that the school will sort it out.

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What is it like to attend this school?

The school has high ambitions for all pupils. Pupils with special educational needs and/or disabilities (SEND) study the full curriculum alongside their peers. The school sets high expectations for behaviour in lessons, and pupils strive to meet them. They display exemplary attitudes to learning. Older pupils become focused, independent and resilient learners. As a result, they achieve very well across the curriculum, producing work of a high quality. By the time pupils leave Year 6, they are very well prepared for their next adventures in education.

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What is it like to attend this school?

An impressive drive to provide pupils with life in all its fullness stands out in the variety of enrichment activities the school offers. Whether it is representing the school at competitive sporting events or taking on a role as a peer mediator, pupils relish contributing to their school life and its successes. Pupils are genuinely active partners in this vibrant learning community.

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

The school has put in place a curriculum that is exciting and meaningful to pupils. Much thought has gone into how the most important knowledge in each subject is organised to build pupils’ understanding over time. This is resulting in pupils developing secure knowledge and skills. They become skilled writers and expert historians with a firm grasp of chronology. They develop into accomplished mathematicians who enjoy a challenge.

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

Teachers present information clearly and provide precise instruction and guidance. They use effective questioning to draw out learning and deepen pupils’ thinking. Lessons are characterised by a palpable enthusiasm and excitement for learning. Revisiting previous learning is a common thread across lessons. Pupils understand that learning builds on what they already know and prepares them for what they will learn next.

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

Children in Nursery and Reception get off to a flying start to their education. The school identifies children who have SEND early on and provides effective support. Children quickly settle into established routines in a safe, enabling environment. High-quality and abundant resources are readily accessible, and staff use these highly effectively. Staff interact extremely skilfully with pupils, modelling precise language while exuding warmth and care. A carefully structured curriculum enables children to succeed in all areas of learning, and they do. Children successfully gain the foundational skills and knowledge they will need to continue to be successful as they move to Year 1.

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

Early reading has a high priority. In Reception, children start daily phonics lessons. The school has ensured staff are well trained to teach these lessons precisely and consistently. Children develop secure phonics knowledge quickly. Staff spot when children are 12 and 13 November 2024

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struggling with phonics and provide effective, timely support to ensure they keep up with their peers. By the end of key stage 1, pupils become confident, fluent readers who love to read. They read widely and often, becoming discerning consumers of literature.

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The extent to which the curriculum extends beyond the academic is impressive. Pupils benefit from a wide range of personal development opportunities. These include weekly enrichment afternoons, extensive extra-curricular clubs and a wealth of leadership roles. Pupils run the school library, serve as worship leaders and become playmakers for younger pupils. They visit the theatre and places of worship, go on residential trips and often undertake charity work. Many pupils work towards earning their ‘Junior Duke’ award. This includes a range of personal challenges to build life skills and independence. Through their personal, social and health education lessons, pupils gain an excellent understanding of equality. All in all, pupils are very well placed to become active, caring citizens.

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Pupils behave exceptionally well around the school due to the well-understood and consistently applied rules and expectations. The school also works tirelessly to ensure that pupils attend regularly, and they are rarely absent.

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Leaders at all levels are highly effective. They are driven by a clear vision that focuses on achieving excellent outcomes for all pupils. They make careful checks on the quality of provision and swiftly address aspects that could be even stronger. There is a culture here of continual improvement that staff feel very much a part of. The school supports staff well in terms of their workload and well-being. Staff appreciate this and are very proud to work at Deanery Church of England Primary School.

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Safeguarding

The arrangements for safeguarding are effective.

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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.

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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. 12 and 13 November 2024

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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’ 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 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). 12 and 13 November 2024

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School details

Chair of trust Andrew Hewston and Emma Taylor

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School details

Dates of previous inspection 12 and 13 June 2013, under section 5 of the Education Act 2005

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Information about this school

 The school became a single academy in August 2011.  As a Church of England school, this school is subject to inspections under section 48 of the Education Act 2005. The school was inspected in October 2021 and received a grade of good. The next inspection will be within five years of the last section 48 inspection.  The school provides before- and after-school care.  The school does not use any alternative provision.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade. 12 and 13 November 2024

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  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 held meetings with the headteacher and other leaders, including the special educational needs coordinator.  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.  Inspectors carried out deep dives in these subjects: reading, mathematics, English, art and design and history. For each deep dive, inspectors held discussions about the

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curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  An inspector listened to some pupils read, including to school staff.  Inspectors visited lessons in some other subjects.  An inspector met with members of the board of governors, including the co-chairs.  An inspector spoke with a representative from the diocese.  Inspectors observed pupils’ behaviour in lessons and at breaktimes and lunchtimes. They spoke formally with groups of pupils, as well as talking to pupils in lessons and around school.  Inspectors considered responses to Ofsted Parent View, including parents’ free-text responses. Inspectors also took account of responses to Ofsted’s staff and pupil surveys.  The lead inspector reviewed a range of documents, including school improvement plans, the school’s website and minutes from governors’ meetings.

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 An inspector spoke to parents at the school gate.

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Inspection team

Gareth Morgan, lead inspector His Majesty’s Inspector

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Inspection team

Susan Ray Ofsted Inspector 12 and 13 November 2024

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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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