Belbroughton CofE Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Belbroughton CofE Primary School Bradford Lane, Belbroughton, Stourbridge, West Midlands DY9 9TF

p.1

Inspection dates: 10 and 11 December 2024

p.1

Outcome

Belbroughton CofE Primary School has taken effective action to maintain the standards identified at the previous inspection.

p.1

What is it like to attend this school?

Pupils ‘learn, inspire and flourish together’ at Belbroughton CofE Primary School. This vision lies at the heart of the school’s work. Pupils love learning and attend well. They display exemplary attitudes towards their learning. Pupils meet the school’s high expectations and all pupils achieve well. They leave the school well equipped for the challenges of secondary education.

p.1

What is it like to attend this school?

Pupils feel safe. Relationships are strong between adults and pupils. Pupils celebrate difference and oppose any form of discrimination. They say that everyone is unique and treated equally. Pupils live out this belief in this inclusive school.

p.1

What is it like to attend this school?

The school has high expectations for pupils’ behaviour. Pupils are polite and well- mannered. They value how kind and friendly the school is, reporting that ‘everyone knows everyone in our school’. There is a calm and purposeful environment in classrooms and around the school.

p.1

What is it like to attend this school?

Pupils enjoy taking on leadership responsibilities across the school. They say that their voice is heard. Pupils can influence positive change in the school. For example, the school council was instrumental in designing improvements to the playground. New equipment, such as a climbing wall and trim trail, are enjoyed by all. Pupils of all ages play well together.

p.1

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

The school has designed a broad and ambitious curriculum. Learning is well sequenced, so that pupils build their knowledge well over time. The curriculum aims to develop pupils’ resilience and independence. The use of ‘key questions’ encourages pupils to be curious 10 and 11 December 2024

p.1

2

and build a love of learning. This is having a positive impact. Pupils show exemplary attitudes to learning. They gain the knowledge they need to answer the ‘key questions’ through sequences of lessons. This gives a real purpose to their learning.

p.2

2

The school has created a very nurturing environment where every pupil is welcome. Pupils with special educational needs and/or disabilities (SEND) are supported very well. The school identifies pupils’ needs well. Learning is adapted effectively to enable pupils with SEND to learn the same curriculum as their peers. Explanations are clear and modelled well so that expectations for pupils are clear. Teachers check pupils’ understanding and help them to resolve any misconceptions.

p.2

2

Staff enable pupils to consolidate their understanding of their recent learning. However, staff do not help pupils effectively to make connections between their current and previous learning. Therefore, pupils do not build their knowledge of the curriculum as well as they could.

p.2

2

Pupils’ love of reading is visible across the school. The reading curriculum is well organised and sets out what pupils should know and by when. The school’s approach to teaching phonics is effective. Children in the early years quickly learn how to blend sounds together to read simple words. Staff identify pupils who need more practice. These pupils are given timely support to help them to keep up. Pupils read books that match their stage of reading. This helps them to practise using their phonics knowledge and become confident, fluent readers. Pupils learn about diversity and different cultures through the school’s reading curriculum.

p.2

2

Pupils learn additional skills and knowledge through the school’s well-devised personal development programme. Pastoral support for pupils is very strong. Pupils feel supported, for example stating, ‘adults listen to us’. Pupils are well prepared for life in modern Britain. They are encouraged to demonstrate tolerance and respect to others. Pupils are taught how to stay safe online and in the wider community. They understand about healthy relationships and know what it means to be a good friend. Prejudice and inequality are not tolerated at the school. Pupils know how to keep themselves healthy, both physically and mentally. For example, pupils understand the importance of exercising and eating a balanced diet. Pupils gain age-appropriate knowledge about healthy relationships. Enrichment opportunities are carefully considered to enhance the curriculum. Pupils enjoy the many extra-curricular clubs and trips on offer.

p.2

2

Staff are very proud to work at the school. They feel well supported by school leaders and flourish as part of ‘Team Belbroughton’. Governors know the school’s strengths and areas for improvement well. They provide appropriate support and challenge to the school. Parents and carers are very positive about the school. They are supportive of the school and value its importance to the local community.

p.2

Safeguarding

The arrangements for safeguarding are effective. 10 and 11 December 2024

p.2

(Information for the school and appropriate authority)

 In some subjects, the school does not make sure that pupils are able to connect what they are currently learning with what they have learned previously. As a result, in these subjects, pupils do not build their knowledge as well as they could. The school should ensure that pupils can make connections between their prior and current learning so that they can deepen their knowledge of the curriculum.

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024 graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. 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’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection 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 for overall effectiveness in November 2015.

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. 10 and 11 December 2024

p.3

4

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). 10 and 11 December 2024

p.4

School details

Appropriate authority The governing body

p.5

School details

Dates of previous inspection 12 and 13 November 2019, under section 8 of the Education Act 2005

p.5

Information about this school

 The school is a Church of England school. The last section 48 inspection, for schools of a religious character, took place in March 2017. The next inspection is expected to take place before March 2025.  The school does not use any alternative provision.

p.5

Information about this inspection

 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. The inspector discussed the impact of the pandemic with the school and has taken that into account in his evaluation of the school.  The inspector met with the headteacher and deputy headteacher for the school. The inspector also met with a range of teaching and support staff. 10 and 11 December 2024

p.5

6

 The inspector met with representatives from the governing body and held conversations with representatives from the Diocese of Worcester and the local authority.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector observed pupils’ behaviour in lessons and around the school site.  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 gathered parents’ views by considering the responses to Ofsted Parent View. The inspector also evaluated responses to Ofsted’s online staff and pupil surveys.

p.6

Inspection team

Matt Fletcher, lead inspector His Majesty’s Inspector 10 and 11 December 2024

p.6

7

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