Tenterfields Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Tenterfields Primary Academy Tenterfields, Halesowen, West Midlands B63 3LH

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Outcome

Tenterfields 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 Dominic Simpson. This school is part of Windsor 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 (CEO), Dawn Haywood, and overseen by a board of trustees, chaired by Andrew Middleton.

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What is it like to attend this school?

Pupils enjoy coming to this inclusive school. They are happy, attend regularly and feel safe. Pupils know that if they have any worries, staff are on hand to listen and talk to them. One parent, summing up the views of many, commented, ‘Leaders and staff are approachable and helpful.’

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What is it like to attend this school?

The school has high expectations for pupils’ achievement, and pupils achieve well over time. The school’s vision, ‘learning together, working together’, motivates pupils to work hard. The youngest children are curious and resilient learners. In lessons, pupils typically have positive attitudes to learning. At social times, pupils of different ages play together harmoniously.

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What is it like to attend this school?

Pupils use electronic tablets effectively to support their learning across the curriculum. They use the tablets to research information, complete digital quizzes in order to show what they have learned and to present their work.

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What is it like to attend this school?

Pupils are proud to take on leadership roles and contribute to the life of the school. These include roles such as eco-councillor, librarian and playground leader. The school gives pupils the chance to learn about different careers by taking part in events such as career fairs. Pupils are encouraged to follow their passions when considering their future goals. 18 and 19 March 2025

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

The curriculum identifies precisely what pupils will learn from one year to the next. This clear sequence of learning helps pupils to achieve well by the time they leave the school. The school has carefully considered how to make the curriculum engaging for the pupils. The youngest children, for example, learn to count with accuracy while birdwatching and recording the different types of birds they have seen. Older pupils learn to apply their locational knowledge from geography while orienteering during their residential trip.

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

Oracy and vocabulary development are strengths across the school. Staff model ambitious vocabulary clearly. They skilfully encourage pupils to agree with, build on or challenge each other’s ideas. Lessons begin with an opportunity for pupils to revisit previous learning. This helps pupils to make connections between what they already know and new knowledge. However, from time to time, some teachers do not check pupils’ understanding carefully enough. This results in learning activities that are either too easy or too hard. In these instances, some pupils do not learn as much as they could.

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

The school identifies pupils with special educational needs and/or disabilities (SEND) quickly. Pupils with SEND learn well because they benefit from personalised support. Staff make sure that these pupils have the resources and support needed to become independent learners. Pupils with SEND are fully involved in the life of the school. They participate in the full range of enrichment opportunities during the course of each school year.

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

Pupils learn to read with accuracy and fluency. Pupils who struggle with their reading receive the support they need to become confident readers. The school ensures that pupils encounter a broad range of texts, poems and authors. Pupils proudly recite poetry by heart. Well-designed activities help pupils to secure their arithmetic knowledge. Sometimes, not all pupils have the chance to apply their knowledge to practise their reasoning and problem-solving skills. This prevents pupils from deepening their mathematical understanding.

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

Most pupils behave well. They are polite and courteous and willingly initiate conversations. Reception children, for instance, confidently approach adults and talk to them about grouping daffodils in pairs, building a car or helping the ‘shoemaker’ repair the shoes. Pupils of all ages learn and play together well. Staff manage the occasional lapse in behaviour calmly. Teachers sensitively support pupils to talk through their emotions and to re-engage with their learning.

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

The programme for personal development successfully helps pupils to learn how to keep safe. For example, in the wildlife area, pupils learn to use tools such as a drill and a saw safely. Fundraising for charity and collecting food for the local food bank help pupils to develop an understanding of how they can make a difference. Pupils experience a wide range of clubs, including netball, knitting, art, football and pottery. The school celebrates pupils’ achievements, including any accolades pupils earn outside of school. 18 and 19 March 2025

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The school is led with dedication. School leaders, trust leaders and trustees have an accurate understanding of the school’s strengths and areas to develop. Together with the staff, they all make a positive difference to pupils’ education and development. The trust offers helpful support and challenge to the school. Staff appreciate being part of the multi-academy trust and in particular the opportunities to collaborate with colleagues in other trust schools. The staff are proud to work at the school and appreciate the school’s emphasis on well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 Occasionally, the learning tasks that some teachers set are not sharply focused on what pupils need to learn next. This means that some pupils find their activities too easy or too hard. The school should ensure that staff know how to check pupils’ understanding more thoroughly so that they can make sure the work set helps pupils to learn well.  At times, pupils have too few opportunities to practise their reasoning and problem- solving skills. Consequently, not all pupils extend their mathematical knowledge and understanding. The school should make sure that pupils more routinely have the chance to develop their reasoning and problem-solving skills.

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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. 18 and 19 March 2025

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

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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). 18 and 19 March 2025

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School details

Dates of previous inspection 19 and 20 November 2019, under section 5 of the Education Act 2005

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Information about this school

 Tenterfields Primary Academy is part of Windsor Academy Trust, which comprises 15 schools.  The school does not make use of 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, other school leaders and a group of staff. The inspector held a meeting with the CEO and the director of primary education. The inspector also met with two trustees. 18 and 19 March 2025

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 The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work. The inspector observed pupils read to a familiar adult.  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.  The inspector observed pupils’ behaviour in lessons, during breaktimes and around the school. The inspector also considered a range of documents and other information about the behaviour, attitudes and personal development of pupils.  The inspector held discussions with staff, pupils, parents and carers. The inspector also considered the responses to Ofsted’s online survey for parents, Ofsted Parent View, and the responses to the pupil and staff surveys.

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Inspection team

Usha Devi, lead inspector Ofsted Inspector 18 and 19 March 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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