Hob Green Primary School

Inspection of Hob Green Primary School Hob Green Road, Pedmore Fields, Stourbridge, West Midlands DY9 9EX

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

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The headteacher of this school is Lucy Williams. This school is part of DRB Ignite Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Robert Bowater, and overseen by a board of trustees, chaired by David Sheldon. 4 and 5 February 2025

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What is it like to attend this school?

Pupils are happy at this fully inclusive school. Pupils play well together. They know that staff care for them and look after them.

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What is it like to attend this school?

Pupils know that staff are ambitious for them as learners. Pupils with special educational needs and/or disabilities (SEND) work alongside their peers and within the speech and language base. Their needs are very carefully met. Pupils are well prepared for the next stage in their education.

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What is it like to attend this school?

The school has high expectations of pupils’ behaviour. Pupils are polite and kind. Most pupils behave well and work hard. Learning is rarely disrupted. The school is a calm and orderly place to learn. Children in the early years show enthusiasm and perseverance when learning something new. Pupils are taught to be resilient. They know it is ‘okay to be different’ and talk very well of fundamental British values and tolerance.

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What is it like to attend this school?

The structured lunchtime programme is a firm favourite with pupils. It offers a rich range of activities that pupils enjoy. It helps them to develop their social skills, encouraging positive interactions and teamwork.

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What is it like to attend this school?

There are many opportunities for pupils to lead, including being an Eco Warrior or a safeguarding ambassador. They enjoy the responsibilities of these roles.

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

When children join the school in the early years, many do not have the skills and knowledge that are typical for their age. This is particularly the case for their speech, language and communication. However, the school’s ambitious curriculum for all pupils raises aspirations and helps them overcome any barriers. The school’s high expectations support children in the early years and beyond to be ready to learn.

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

The school manages a specially resourced provision for pupils with SEND, which supports them with speech, language and communication needs. Pupils who attend this provision achieve well from their starting points. However, despite their progress, pupils struggle to attain the standards typically expected for their age. This has an impact on the school’s overall end of key stage 2 results in reading, writing and mathematics.

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

Reading is prioritised and staff are well trained to help pupils who struggle, so that nearly all pupils achieve well in phonics by the end of Year 2. The school places a real focus on pupils’ language development and mastering subject-specific vocabulary. Teachers’ subject knowledge is strong. In most cases, teachers ask challenging and probing questions. This helps check what pupils know. Teachers use this information to address gaps in pupils’ knowledge. However, sometimes, teachers’ questions do not support pupils to achieve the depth of knowledge they could. When this occurs, pupils’ learning is not as rich as it could be. 4 and 5 February 2025

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The quality of support and care for children in the early years is excellent. Relationships are warm and positive. Children thrive. The school expertly tailors its curriculum to meet each child’s needs. This includes careful consideration of how children develop their communication and language skills. Nothing is left to chance, with activities carefully chosen to support the achievement of all. Staff check what pupils know and remember within the units of work. Adult interactions deepen children’s thinking. As a result, children can talk exceptionally well about their learning activities.

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Attendance is a high priority for the school and families are supported appropriately. Attendance has improved over the last few years. Breakfast club has helped with this. The school has carefully considered its approach to managing pupils’ behaviour. Pupils receive individual support as needed. Children in the early years quickly learn the routines and behaviours they need to be successful in Year 1. However, in some lessons, staff do not apply the behaviour policy with consistency. This impacts on the learning for some pupils.

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The school provides a thorough programme of personal development that prepares pupils for life in modern Britain. Pupils learn about different relationships, and how to keep themselves healthy and safe. Pastoral support is strong and there is a wide range of after-school clubs that pupils are invited to attend. Pupils support the local community through raising funds for a local charity.

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Staff are positive about the school and enjoy their work. They feel well supported by the school. The school actively seeks to engage with the community, for example providing a variety of workshops for parents and carers. Trustees have a thorough understanding of the school. They provide the support and challenge to school leaders and hold them to account.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Some teachers’ use of assessment does not consistently help to challenge pupils and extend their learning. This means that some pupils do not achieve as well as they might otherwise be expected to. The school should ensure that staff use assessment effectively to deepen and extend pupils’ learning.  Sometimes, staff do not apply the school’s behaviour policies consistently well. This means that, at times, pupils’ learning can be disrupted. The school should ensure that all staff have the knowledge and expertise to consistently enact the agreed behaviour management policies. 4 and 5 February 2025

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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). 4 and 5 February 2025

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School details

Date of previous inspection 3 November 2020, under section 8 of the Education Act 2005

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Information about this school

 This school is part of DRB Ignite Multi Academy Trust.  Since the previous inspection, there has been significant staff changes. The current headteacher took up post in September 2021.  The school has a speech and language base. This offers full-time provision for pupils from Year 1 to Year 6 who have severe and complex speech, and receptive and expressive language needs.  The school runs a breakfast club.

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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 4 and 5 February 2025

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provision). Schools receiving a graded inspection from September 2024, will not be given an overall effectiveness grade.

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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.  The inspectors met with the headteacher and senior leaders.  The lead inspector met with trustees.  The lead inspector talked to the CEO and other trust leaders.  The inspectors carried out deep dives in these subjects: reading, mathematics, geography and science. For each deep dive, inspectors held discussions about the curriculum, visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at a sample of pupils’ work.  The lead inspector listened to pupils read to a familiar adult.  The inspectors looked at records of pupils’ attendance and behaviour. They observed

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pupils’ behaviour in lessons and around school and talked to pupils about behaviour, bullying and welfare.  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.  The inspectors spoke with several groups of pupils and observed their behaviour at breaktime and lunchtime.  The inspectors met with groups of staff and pupils and considered the opinions expressed through the staff survey.  The inspectors met some parents at the start of the day and had regard to the views expressed through the online survey, Ofsted Parent View.

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Inspection team

Sam Cosgrove, lead inspector Ofsted Inspector

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Inspection team

Sally Snooks Ofsted Inspector 4 and 5 February 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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