Boney Hay Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Boney Hay Primary Academy Chorley Road, Burntwood, Staffordshire WS7 2PF

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Inspection dates: 21 and 22 January 2025

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Outcome

Boney Hay Primary Academy has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Rebecca Willington. This school is part of Staffordshire University Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), James Capper, and overseen by a board of trustees, chaired by Mary Walker.

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What is it like to attend this school?

The HART values (Honesty, Adventure, Resilience, Teamwork) are built into the curriculum and underpin everything that this welcoming school does. Pupils at Boney Hay appreciate all that the staff do for them. They are enthusiastic about lunchtime and after-school clubs. The cookery club is a firm favourite.

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What is it like to attend this school?

When asked if they feel safe in school, pupils emphatically agree that they do. Relationships with staff are respectful and trusting. Pupils know that staff will act quickly if they share any concerns. Parents say that nothing is too much trouble for the staff.

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What is it like to attend this school?

The school has high expectations of behaviour and pupils respond positively. Playtimes are lively, but even as they run around, pupils show consideration for others. Pupils listen carefully in class and quickly respond to instructions from staff. They willingly engage in partner talk, share ideas and solve problems together.

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What is it like to attend this school?

The school is aspirational for all pupils. Pupils say that they enjoy lessons because they learn a lot and their teachers ‘make lessons fun’. They benefit from a broad curriculum. The school has further developed and enhanced this. However, not enough pupils achieve well at the end of Year 6. 21 and 22 January 2025

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

A love of reading is promoted across the school. Attractive libraries, with displays showing which books the teachers are currently reading, encourage pupils to pick up a book. Their reading journey begins in the Reception class, where children benefit from the carefully structured phonics scheme. This is taught consistently well and children achieve well. Those who need help to keep up are supported effectively in additional, targeted, sessions. The school has identified the need to develop a broader vocabulary. This work also starts in Reception, where children learn new words, then use them confidently in taught sessions and practise them in practical activities.

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

Most pupils with special educational needs and/or disabilities (SEND) work alongside their classmates. Appropriately adapted resources and additional adult support mean that these pupils can work towards the same learning outcomes. The school has created an additional, well-resourced base for the small number of pupils who need more specific support. The school promptly identifies and meets the needs of pupils with additional needs. It works effectively with other agencies to seek specialist advice when necessary.

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

Staff are trained to deliver the planned curriculum well. Teachers present information clearly and demonstrate strong subject knowledge. They regularly check that pupils understand new learning and quickly correct any errors. Teachers’ assessments identify effectively any gaps in pupils’ knowledge.

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

Subject leaders work with colleagues to ensure that the planned curriculum is taught. However, some are new to post and do not yet have the skills to support teachers in raising standards further. The school has worked to develop the writing curriculum, but this needs further improvement. Pupils do not consistently gain the knowledge and skills needed for high-quality writing. This means that some pupils do not reach the standards of which they are capable.

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

Staff have created the HART passport, which identifies experiences that each child should have before they leave the school. Many more opportunities are offered in school and as part of the curriculum. Pupils are enthusiastic about their residential trips. Older pupils are able to explain the democratic process that took place to elect their school and eco councillors. Pupils also have an opportunity to become play leaders or hold positions within their classes. This enables pupils to contribute to school life and experience roles of responsibility so that they are better prepared for life outside school.

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

Pupils are taught to reflect on their own feelings. Pastoral support is available for those who need more help managing their emotions or behaviour. Pupils can describe some of the strategies that help them to be better people. They understand the need to treat others with respect. They can also explain why everyone deserves to be treated equally. The school has successfully improved attendance, but continues to work with a few families who find it difficult to get their children to school regularly and on time. This wide range of opportunities contributes to make personal development a strength of the school. 21 and 22 January 2025

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Leaders strive to improve the school continually. Staff appreciate the training, which helps them to be more successful in their roles. They speak highly of the support received from school leaders and the trust. Members of the local academy council know the school well. They support school leaders in celebrating successes, managing staff well-being and making carefully planned improvements to the school.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some subject leaders do not have the skills to support teachers in adapting the curriculum to extend and support pupils to reach higher levels of learning. As a result, not enough pupils reach the higher working standards at the end of Year 6. The trust should ensure that subject leaders are able to identify when and how teachers can consistently enable pupils to achieve well.  Not enough pupils achieve the writing standards expected at the end of key stage 2. This means that pupils are not as prepared as they could be when they move to key stage 3. The trust should ensure that the writing curriculum focuses on aspects that support pupils in improving the quality of their writing so that more pupils reach the national standards, or higher.

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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 good for its overall effectiveness.

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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. 21 and 22 January 2025

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This is the second ungraded inspection since we judged the predecessor school, Boney Hay Primary, to be good for overall effectiveness in June 2016.

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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). 21 and 22 January 2025

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School details

Dates of previous inspection 3 and 4 December 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is part of the Staffordshire University Academies Trust.  The school does not 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.  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.  The inspector met with the headteacher and other senior leaders of the school. She also met with the CEO and deputy CEO of the trust and had conversations with the chair and deputy chair of the trust board. She met with the chair of the local academy council and two additional governors. 21 and 22 January 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning, looked at samples of pupils’ work and heard some pupils read.  The inspector considered published performance data about the school and looked at the school’s website and a range of school documents.  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.

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Inspection team

Anne Potter, lead inspector Ofsted Inspector 21 and 22 January 2025

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