Prince Albert Junior and Infant School

Inspection of Prince Albert Junior and Infant School Albert Road, Aston, Birmingham, West Midlands B6 5NH

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Inspection dates: 25 and 26 February 2025

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

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Previous inspection grade Not previously inspected under section 5 of the Education Act 2005

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The head of school of this school is Sumayya Patel. This school is part of Prince Albert Community 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), Philippa Sherlock-Lewis, and overseen by a board of trustees, chaired by Dr Paulette Osborne MBE. There is also an executive headteacher, Melonie Davies, who is responsible for this school and two others.

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Ofsted has not previously inspected Prince Albert Junior and Infant under section 5 of the Education Act 2005. However, Ofsted previously judged Prince Albert Junior and Infant School to be outstanding for overall effectiveness, before it opened as an academy. Since September 2024, schools have not been awarded an overall effectiveness grade. 25 and 26 February 2025

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What is it like to attend this school?

Prince Albert School makes a positive difference to the lives of pupils. Its ambition for them is unwavering. The school places no limits on what pupils can achieve and who they can be. All staff have a steely determination that pupils will leave being able to contribute positively to the world in which they live. This includes pupils with special educational needs and/or disabilities (SEND). Published outcomes are consistently high.

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What is it like to attend this school?

Pupils feel safe in school. They know staff care for them because they do. Every decision in school is centred around what is best for pupils who attend. The school’s values of friendship, understanding, commitment, honesty, equality and respect are evident in everything that staff and pupils say and do. It is a calm, nurturing and respectful environment underpinned by strong, purposeful relationships that help pupils thrive.

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What is it like to attend this school?

Pupils behave exceptionally well. They learn that sometimes it is difficult to make the right choice. However, they learn from the start that making the right choice must always be their option. The wide and varied extra responsibilities pupils engage with help them develop confidence. Pupil views are valued. They know they can make a positive difference in this very special school.

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

Pupils at Prince Albert achieve exceptionally well. Many pupils speak English as an additional language. When pupils first enter school, they have low starting points. However, they relish every learning opportunity and leave having made exceptional progress.

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

The school recognises reading as the key to success in all other curriculum subjects. Early reading is taught very well. Staff are highly skilled. They quickly identify pupils who need a little extra help. This help is provided on the very same day so pupils can all progress through the programme together. It is highly effective. The firm foundations the school sets in Reception and Year 1 are built upon impressively. Pupils soon become keen, confident, capable readers.

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

Children get off to an exceptional start in the early years. They quickly settle in a nurturing environment. Staff pay close attention to the way the setting is organised. It is a highly stimulating environment that invites curiosity and interest. Children show exceptional levels of collaboration and independence. They are proud to share what they are learning and talk confidently about what they are doing. Adults know exactly how and when to interact. When they do, it deepens learning and understanding.

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

The school has thought intelligently about each curriculum subject. It is clear what pupils should learn and when they should learn it. All staff deliver lessons to a high standard. Pupils are interested in their education. They want to learn and do their best and they do. The school is committed to providing a high-quality and inclusive provision. Staff understand the needs of pupils with SEND well. They learn seamlessly alongside their 25 and 26 February 2025

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peers with carefully considered support and achieve well too. Pupils in the resource base are supported exceptionally well.

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Staff have regular, effective opportunities to develop professionally. This ensures they are highly competent and skilled. Pupils take great pride in their work. Books are beautifully presented and demonstrate pupils’ deep understanding across different subjects.

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Pupils’ behaviour is impeccable. No pupil is disrupted from learning because attitudes to learning are of the highest quality. This continues at all points of the day. Pupils are routinely well-mannered, kind and polite. Staff model the respect and tolerance they expect pupils to show each other, and pupils emulate this perfectly. Pupils are proud to recognise and celebrate differences. Everyone is welcome. The school recognises that too many pupils are absent too often. However, they work intelligently with families, supported by the trust, to bring about the improvements needed.

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The school’s high ambitions for its pupils are not limited to the classroom. Pupils have many opportunities to act as young leaders. The older pupils support and mentor younger children, and they take great pride in doing so. The curriculum is further brought to life through trips, visits and visitors. The school takes its responsibility for teaching pupils how to stay safe extremely seriously. This includes in the local community and online.

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The school is led with passion, determination and integrity. Leaders undoubtedly make this school the highly effective place it is. The trust works as one with the school and supports it in all aspects of its work. They are an effective, dynamic team who all want the very best for pupils and their families. They positively influence all pupils who attend. It is a shining light on what schools can achieve. When pupils leave this much-loved school, they are fully prepared for their next stage of education and life.

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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.

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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 25 and 26 February 2025

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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). 25 and 26 February 2025

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School details

CEO of the trust Philippa Sherlock-Lewis

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School details

Date of previous inspection Not previously inspected

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Information about this school

 This school is part of Prince Albert Community Trust.  The school has a specially resourced provision for 12 pupils with SEND. All pupils have a diagnosis of autism.  The school does not make use of 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. 25 and 26 February 2025

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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 head of school, executive headteacher and senior leaders.  Inspectors carried out deep dives in these subjects: early reading, mathematics, physical education, design and technology, history and science.  Inspectors looked at samples of pupils’ work in a range of subjects including English, history and science. This included samples from pupils in the resource base.  The lead inspector spoke with the chair of trustees and two members of the local academy governing board.  The lead inspector spoke with the CEO of the trust.  The lead inspector listened to a sample of pupils read to a familiar adult.

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 Inspectors observed pupils’ behaviour in lessons and at different times of the day and at breaktimes and lunchtimes. They spoke formally with groups of pupils as well as talking to pupils in lessons and around school.  To evaluate the effectiveness of safeguarding, 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 reviewed a wide range of documents, including the school’s self-evaluation and improvement plans and information on the school’s website.  Inspectors talked informally with pupils and staff to gather general information about school life. In addition, they took account of the responses to Ofsted’s surveys of staff’s and parents’ views.

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Inspection team

Keri Baylis, lead inspector His Majesty’s Inspector

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Inspection team

Mark Gilbert Ofsted Inspector 25 and 26 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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