Alston Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Alston Primary School Alston Road, Bordesley Green East, Birmingham, West Midlands B9 5UN

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Inspection dates: 25 and 26 February 2025

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Outcome

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

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Outcome

The executive headteacher of this school is Charlotte Nott. This school is part of the Leigh 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), Rehana Yasmeen, and overseen by a board of trustees, chaired by Anita Ward.

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What is it like to attend this school?

Pupils are happy and proud to be members of the school community. They enjoy their lessons and feel safe at school. They know they have trusted adults that they can talk to about worries or concerns.

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What is it like to attend this school?

There are high expectations for all pupils to achieve well. Pupils understand these expectations. In their lessons, they work hard, achieve well and successfully reach the lofty expectations.

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What is it like to attend this school?

In lessons and around school, pupils behave well. They warmly greet each other and their teachers. Movement around school is very orderly. Pupils are polite and respectful towards each other, school staff and visitors. Staff deal with any bullying rapidly and to the satisfaction of pupils and their parents or carers.

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What is it like to attend this school?

Each class has the opportunity to visit three venues or special places each year. These trips enhance the curriculum and bring it to life for pupils. Pupils enjoy the many extra activities provided. These include the whole school trip to the pantomime to see ‘Jack and the Beanstalk’ at a local theatre. The school choir participated in a national singing project for schools. Pupils are proud of their success in a national cheerleading competition. 25 and 26 February 2025

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

Children get off to a flying start to their learning in Nursery and Reception. The school curriculum begins in the early years. The curriculum in the early years has been carefully designed. The school has identified that children start school with gaps in their communication and language skills. The early years curriculum is language rich, which is helping children to improve their communication and language skills by the time they enter Year 1. Children build securely on the basics learned in their initial education as they progress through school.

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

Reading is a high priority. The school diligently tracks the progress pupils make in learning their phonics. Well-trained staff identify those who fall behind and provide extra help so they catch up rapidly.

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

The school has reviewed and adapted the curriculum to meet all pupils’ needs. It is carefully sequenced, building on what pupils have learned before. The trust supported the school well with this. There is a consistent approach to teaching in all subjects so pupils know what to expect in lessons. In lessons, resources, such as displays, support pupils to learn independently. Pupils’ outcomes are improving as a result of high-quality teaching. For example, in mathematics, there are several levels of challenge to ensure all pupils, including the most able, are well challenged by learning tasks. In English, pupils develop their writing skills well by having opportunities to write across the curriculum in a range of subjects and different contexts. Subject-specific vocabulary is sometimes not explained precisely enough in some lessons. This leaves some pupils unsure of the meaning of a few words. On some occasions, staff do not model carefully enough what they expect

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

pupils to do in their learning tasks. This leads to a little confusion among pupils when completing the tasks.

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

Pupils with special educational needs and/or disabilities (SEND) are carefully identified by the school. The school puts individual programmes of support in place for these pupils quickly. This support is effective. It helps pupils with SEND to access the same curriculum as other pupils. The school works closely with many external agencies to successfully support pupils with SEND.

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

The school liaises with parents to ensure all groups of pupils attend school regularly. Attendance is continuing to improve. Many pupils enjoy the hearty breakfast they receive before school at the breakfast club. This gives them a good start to their day. Older pupils enjoy playing a wide range of musical instruments like the dhol drums and recorders. Pupils are clear about the rule of law and wider fundamental British values. Trips to the houses of parliament and visits to school by the local member of parliament help pupils to understand democracy.

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

Leaders have sustained the school’s performance. They have worked on the areas for improvement identified at the previous inspection successfully. Leaders have reduced workload for staff. Staff enjoy working in this school. The school goes above and beyond to support pupils and their families. Those responsible for governance give clear strategic direction. They challenge and support the school in equal measure. Trustees and 25 and 26 February 2025

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governors keep a close eye on school performance. They discharge their legal duties effectively. The school is well supported by the trust.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, teachers do not explain subject-specific vocabulary precisely enough or model their expectations of the learning tasks carefully enough. This means some pupils do not have a clear understanding of the meaning of the vocabulary or understand what they need to do in their lessons to improve further. The school should ensure that teachers’ explanations are clear and learning tasks are explained precisely.

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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 to be 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.

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Background

This is the first ungraded inspection since we judged the school to be good for overall effectiveness in June 2019.

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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. 25 and 26 February 2025

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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). 25 and 26 February 2025

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School details

Dates of previous inspection 26 and 27 June 2019, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Leigh Trust.  The school runs a breakfast club and an after-school club managed by the governing body.  The school uses no 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 that the school received since the COVID-19 pandemic began. The inspectors discussed the impact of the pandemic with leaders and have taken that into account in their evaluation of the school. 25 and 26 February 2025

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 Inspectors held meetings with the executive headteacher, the headteacher, the deputy headteacher and other members of the senior leadership team. They also met with curriculum leaders and representatives of the trust, including the CEO.  Inspectors met with representatives of the local governing body, including the chair of governors.  Inspectors visited a sample of lessons, spoke to teachers, spoke to some pupils about their learning and looked at samples of pupils’ work.  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 reviewed school documents, including those relating to governance, attendance and behaviour. The inspector also scrutinised leaders’ plans for

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improvement and their assessment of the school’s effectiveness.  Inspectors visited the school’s breakfast club and spoke informally with pupils.  Inspectors considered the views of parents who responded to the online survey for parents, Ofsted Parent View. They also considered responses to the online staff and pupil surveys.

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Inspection team

Declan McCauley, lead inspector Ofsted Inspector

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Inspection team

Nicola Price 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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