Colley Lane Primary Academy

Inspection of a school judged good for overall effectiveness before September 2024: Colley Lane Primary Academy Colley Lane, Halesowen, West Midlands B63 2TN

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Outcome

Colley Lane 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 Becky Anderson. This school is part of the Windsor 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?

Colley Lane is a happy school where pupils feel safe and supported. They enjoy learning both in lessons and through the wide range of additional clubs on offer. Many pupils attend morning activities or breakfast club, which is available to all. Pupils say that their teachers are kind and supportive. They also say that bullying is rare and that adults help them to sort out any problems.

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What is it like to attend this school?

Leaders at all levels demonstrate a clear vision for the school. They have high expectations. As a result, pupils’ outcomes are at least in line with their peers nationally. The school values are inspired by the those shared across the trust. Pupils are encouraged to ‘aspire’ and to be ready, respectful and safe. There is a clear focus on being ready to learn and the characteristics of being a good citizen. The value of being respectful was evident through pupil discussions, which underpins the moral purpose of the school.

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What is it like to attend this school?

Parents and carers are positive about the school. Many parents would recommend the school. They appreciate the range of extra activities and enriching curriculum that is provided. Several parents commented on how well the teachers support their children. 9 and 10 April 2025

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

The school sets out clear goals about how to bring about improvements in pupils’ experiences of school. Leaders and staff work hard to achieve these aims, to identify strength and areas for further development. Improvements have been made across the school in supporting reading and mathematics since the last inspection. The trust has enabled and supported school improvement at all levels.

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

Leaders have developed an ambitious curriculum for mathematics, reading and writing. The phonics scheme is well embedded across the school. Pupils who are not on track are supported through intervention and additional reading keep-up sessions.

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

There is a clear structure in place for foundation curriculum subjects, which have been introduced this academic year. However, in some foundation subjects,’ pupils are not consistently able to recall their learning or use subject specific knowledge and vocabulary to explain their understanding clearly. As a result, some pupils struggle to build on prior learning and make necessary progress through the curriculum.

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

Teachers know their pupils well, including those with special educational needs and/or disabilities (SEND). A high number of pupils have significant medical conditions who are integrated into school life seamlessly. Staff manage this exceptionally well. There are clear strategies to support pupils with SEND. These are personalised and focus on individual needs. The quality of the provision for pupils with SEND is a strength of this school.

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

School leaders have high ambitions for this truly inclusive school. They have identified and focused on the improvements that are needed. They place a key emphasis on developing teachers’ expertise through a variety of professional development that is centred on pupil engagement. Staff put this learning into practice effectively. Pupils respond very well to the ‘build and challenge’ approach during discussions in classrooms. They demonstrate respectful attitudes towards teachers and their peers. Lesson discussions in core subjects are lively, vibrant and purposeful.

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

Processes for monitoring attendance are in place. The school is vigilant in identifying and supporting vulnerable families. As a result, persistent absence is an improving picture.

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

Pupils’ behaviour around school is calm and positive. They are polite, courteous and ready to talk to visitors with a friendly and open attitude. Pupils know how to stay safe and how to manage information online. They understand the benefits of leading a healthy lifestyle. Pupils develop a mature understanding of differences and the importance of showing respect to others.

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

In the early years, children can apply their phonic knowledge in their writing. Children can talk about their learning through a variety of purposeful activities. The environment is well resourced and purposeful. Effective staff interactions help children to explore and develop ideas. Leaders have ensured that the early years foundation stage curriculum has a clear focus, structure and approach to teaching. As a result, the children are happy and achieve well. 9 and 10 April 2025

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Safeguarding

The arrangements for safeguarding are effective.

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What does the school need to do to improve

 Pupils in some foundation subjects are unable to recall detailed knowledge. This means that pupils are not progressing through the curriculum as well as they could. The school should continue to embed the new curriculum across all subjects, ensuring that there is an understanding of defined subject knowledge through a curriculum that is fully embedded so that the intended learning about what pupils need to know and remember are clearly understood by staff.

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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 February 2020.

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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. 9 and 10 April 2025

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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). 9 and 10 April 2025

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School details

Dates of previous inspection 4 and 5 February 2020, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the Windsor Academy Trust.  The head teacher is new to post in September 2024.  The school does not use 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.  The inspector discussed any continued 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, CEO and director of primary education for the trust as well as board members from the trust. In addition, the inspector met other 9 and 10 April 2025

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senior leaders, including the deputy headteacher, the assistant headteachers and the special educational needs and disabilities coordinator.  The inspector looked at curriculum across early reading, mathematics, PE, history, geography, and design technology.  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 inspector observed pupils at different times of the day, including when they arrived at school and during breaktimes and lunchtimes.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of pupils’ work.  The inspector met with a range of senior leaders, including those responsible for the English, mathematics, curriculum and SEND.

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 The inspector considered the responses to Ofsted Parent View and the responses from the staff survey. There were no responses to the pupil survey.

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Inspection team

Debra Newman, lead inspector Ofsted Inspector 9 and 10 April 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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