Crocketts Community Primary School

Inspection of Crocketts Community Primary School Coopers Lane, Smethwick, West Midlands B67 7DW

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

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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 September 2014. Since September 2024, schools have not been awarded an overall effectiveness grade. 7 and 8 January 2025

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What is it like to attend this school?

Crocketts Community Primary School is a highly inclusive and welcoming school. Staff understand the needs and challenges of their pupils and local community. The school is highly ambitious for all pupils. This particularly includes pupils with special educational needs and/or disabilities (SEND).

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What is it like to attend this school?

The school’s motto of ‘unlocking futures’ is firmly realised. Staff know the individual barriers to pupils’ learning and how best to remove them. Pupils and their families are well cared for. The school has high expectations for pupils’ achievements. As a result, pupils are happy, safe and rise to these high expectations.

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What is it like to attend this school?

Pupils demonstrate the school’s ‘can’ values of curiosity, aspiration and neighbourliness. Developing pupils’ characters is a real strength of the school. Pupils have a strong acceptance of others who are different to them. They understand the importance of equality. Pupils’ attitudes to learning are positive. Consequently, pupils are highly respectful of each other. Behaviour and attitudes across school are exemplary.

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What is it like to attend this school?

Parents and carers are overwhelmingly positive about their children’s experiences here. The school builds positive relationships with families, even before pupils start at the school. As a result, children in the early years get off to a flying start.

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

Leaders have a strong and clear vision for how to best meet the needs of their whole school community. The school has shaped its curriculum to support the future needs of its pupils. For example, pupils learn about the importance of saving money and how to budget. They know the risks and benefits of borrowing and spending. This prepares pupils well for adulthood.

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

In the majority of subjects, the school sets out what knowledge it wants pupils to learn over time, starting from the early years. For example, in history, key historical concepts are well embedded across school. Pupils have many opportunities to revisit and build on prior learning effectively, such as in mathematics. As a result, in most subjects, pupils know and remember more. They can use subject-specific vocabulary accurately when sharing their learning. However, in English, particularly in writing, how knowledge builds on prior learning over time is less clear. Consequently, this slows down learning for some pupils.

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

Teachers provide clear explanations most of the time. Their subject knowledge is mostly secure. In lessons, teachers are particularly adept at supporting the needs of pupils who are disadvantaged and pupils with SEND. For example, in physical education, staff ensure that pupils with physical disabilities access the same learning as their peers.

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

The love of reading is highly promoted across school. Pupils access a wide range of high- quality and diverse texts, including poetry. Pupils are excited and motivated to visit book shops, meet authors and earn rewards for reading. Staff deliver the phonics programme 7 and 8 January 2025

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with expertise. Most books are well matched to pupils’ reading knowledge. Pupils are assessed regularly, and effective support is quickly put in place for those who need it. All this means that pupils learn to read well.

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Systems for identifying the needs of pupils with SEND are robust. The school works effectively with external agencies. It prioritises quality resources to best help pupils. These resources include sensory spaces, practical equipment and specialist training from external professionals. Consequently, the specific needs of pupils with SEND are well met.

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Starting from the provision for two-year-olds, children’s journey through the early years is exceptional. Staff pay particular attention to building children’s communication, language and independence. Indoor and outdoor spaces are well thought out to help children access the curriculum securely. The strong foundations built in the early years prepare children exceptionally well for their next stages.

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Pupils are respectful, kind and caring. They have great compassion for the well-being of others. Staff demonstrate skill and expertise in supporting pupils to behave well. Staff share their expertise with other schools. They are highly trained in supporting pupils’ emotional well-being. Staff are alert to changes in pupils’ behaviours. This also ensures that pupils are safe. Subsequently, support for pupils who need extra help is timely and highly effective. Pupils attend well and are eager to come to school each day.

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The programme for pupils’ personal development is exemplary. Talents and interests are well considered, including in music and sports. Pupils benefit from wider experiences. These experiences include an extensive after-school offer, such as tennis and the Crocketts’ band. Pupils take an active role in keeping their peers safe. For example, the pupil ‘Sandwell safeguarding champions’ proudly wear a blue high-visibility vest to stand out from others. They alert trusted adults if pupils need help.

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Governors are highly effective. They have a positive impact on pupils’ experiences and education. Professional development for staff is prioritised. Subject leaders are well trained to lead their subject areas. The school is ambitious and supportive of its staff’s career development. Leaders demonstrate how ‘unlocking futures’ also extends to the whole school community.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In English, particularly in writing, the component knowledge that the school wants pupils to learn is not clear enough. Pupils do not build their knowledge in a clear sequential way. This slows down learning for some pupils. The school should ensure 7 and 8 January 2025

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that in writing, the curriculum accurately identifies what knowledge pupils should learn over time and how this builds on previous learning.

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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.

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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). 7 and 8 January 2025

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School details

Appropriate authority The governing body

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School details

Website www.crockettscommunityprimary.co.uk

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School details

Dates of previous inspection 17 and 18 September 2014, under section 5 of the Education Act 2005

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Information about this school

 Since the last inspection, the headteacher and one assistant headteacher have been appointed from within the school. One assistant headteacher, who is also the special educational needs coordinator, was appointed externally.  There is a specially resourced provision for pupils with complex medical and physical disabilities. The provision is resourced for 12 pupils with education, health and care plans.  The school has provision for two-year-olds.  The school runs a before- and after-school provision on site.  The school does not currently use any alternative provision.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision. 7 and 8 January 2025

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 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.  The inspectors met with the headteacher, assistant headteachers, subject leaders, staff and pupils. They met with members of the governing body, including the chair of governors. They also talked with parents.  The lead inspector met with a local authority school improvement representative.  Inspectors carried out deep dives in early reading, English, mathematics, history and physical education. For each deep dive, inspectors discussed the curriculum, visited a sample of lessons, spoke to teachers, spoke to pupils about their learning and looked at samples of pupils’ work.  Inspectors looked at a sample of individual education plans for pupils with SEND.  Inspectors observed pupils reading to a familiar adult.

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 Inspectors spoke to groups of pupils, formally and informally, about their learning and experiences at school.  Inspectors observed informal times to evaluate pupils’ behaviour.  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 considered responses to the online survey, Ofsted Parent View. This included free-text comments. Inspectors also looked at responses to Ofsted’s online survey for staff.  Inspectors looked at a range of documentation provided by the school. This included the school’s self-evaluation, school policies, curriculum documents and SEND records.

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Inspection team

Anna Vrahimi, lead inspector His Majesty’s Inspector

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Inspection team

Debbie Newman Ofsted Inspector 7 and 8 January 2025

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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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