Topcliffe Primary School

Inspection of Topcliffe Primary School Hawkinge Drive, Castle Vale, Birmingham, West Midlands B35 6BS

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

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The headteacher of this school is Vickie Crombie. This school is part of Washwood Heath 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 (CEO), Peter Weir, and overseen by a board of trustees, chaired by Graham Parker. 8 and 9 April 2025

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What is it like to attend this school?

The school’s ‘HARRI’ values, to be healthy, aspirational, respectful, resilient and independent, underpin everything that happens at Topcliffe Primary School. Pupils learn and understand these values, which make a positive difference to their lives.

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What is it like to attend this school?

Topcliffe is a friendly school. Pupils generally behave well in lessons and around the school. They play well together and show high levels of respect for each other. They feel safe in school and know that staff will solve any problems that may arise. Pupils particularly value the support of the pastoral team.

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What is it like to attend this school?

The school is highly ambitious for all, making aspirational plans for pupils to be the best that they can be. Every decision in school is based on what is best for the pupils, including those with special educational needs and/or disabilities (SEND). Although the published outcomes are lower than expected, the majority of pupils in the main school are working at the standards expected for their age by the time they leave.

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What is it like to attend this school?

Pupils benefit from many additional activities and visits that bring their learning to life. GOATI (Get Outside And Try It!) is a particularly popular initiative that gives pupils the chance to try new things. The school also encourages pupils to be active in their community.

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

Topcliffe has two resource bases for pupils with SEND. These pupils are fully included in the daily life of the school. Each pupil has a personal learning plan that helps them to work towards more individualised targets. They are supported exceptionally well. Pupils with SEND in the main school are supported well by adults and through carefully selected additional resources. This enables them to work towards the same outcomes as their peers and achieve well.

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

In most subjects, teachers’ subject knowledge is strong. They question effectively to check pupils’ learning and correct errors quickly. Where the curriculum for subjects is less well considered, teachers’ subject knowledge and the selection of activities to support learning are less effective. In these subjects, pupils do not build their knowledge over time as well as they could.

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

Many children begin school with low starting points. Highly skilled staff know the children well and work closely with them to make sure they understand any new learning. This means that children quickly catch up and get off to an exceptional start in the early years. The learning areas, inside and outside, are extremely well planned to stimulate interest and curiosity. Staff intervene with great sensitivity to extend children’s thinking and deepen their learning. The strong focus on personal development means that children quickly become more independent. They take responsibility for their own learning, take turns, help each other and demonstrate high degrees of resilience and determination to succeed in their chosen activities. 8 and 9 April 2025

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The school recognises reading as the key to success. Phonics is taught consistently well by skilled staff. They identify any errors and correct them quickly. Pupils’ understanding is checked regularly. When pupils need more support, extra sessions are provided so that they keep up. Most pupils become confident, fluent readers by the end of key stage 1. Where necessary, pupils continue to receive additional support into key stage 2.

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The majority of pupils behave well. Where pupils find it difficult to manage their own emotions, staff are quick to intervene, support and minimise any disturbance to others. Pupils demonstrate high degrees of understanding and tolerance. They understand that some people have additional difficulties. Time on the playground is extremely well organised. Staff model the respectful relationships they expect to see, and pupils respond positively.

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Attendance has historically been low. With a carefully structured and analytical new approach, the school has improved punctuality and is working with families effectively to improve attendance.

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The school’s high expectations are not limited to the classroom. The school has received awards recognising the significant additional opportunities that pupils benefit from. They represent their class or take on leadership roles across the school. The ‘ambassa-doers’ are active in school and the community. They are proud of their achievements and the way that they have helped to improve their own community. Numerous opportunities to try new activities, get better at things, gain new skills and represent their school in sporting activities are available to pupils. Those in the resource bases are also included in these activities. Every opportunity is taken to provide more for the pupils of Topcliffe.

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School leaders and members of the trust work effectively together to enhance the work of the school. Staff benefit from opportunities for schools across the trust to work together and to learn with, and from, each other. There is a strong team ethos within the school. Staff appreciate that leaders are considerate of their well-being. Parents and carers are also highly supportive of the school. They appreciate the care that is given to their children and the progress that they make.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The implementation of the intended curriculum across some subjects is not yet consistent. As a result, some pupils do not build the knowledge they need as well as they could. The trust should ensure that the curriculum is implemented effectively so that pupils learn the knowledge they need for the next stage and progress as well as possible through the curriculum. 8 and 9 April 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). 8 and 9 April 2025

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School details

Dates of previous inspection 15 and 16 October 2019, under section 8 of the Education Act 2005

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Information about this school

 A new headteacher and two new senior leaders have been appointed since the last inspection.  The school is part of Washwood Heath multi-academy trust.  The school has a 52-place specially resourced provision for pupils with SEND aged from 5 to 11 years. There are two units within the provision for pupils with autistic spectrum condition and for diagnosed speech and language disorders.  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 8 and 9 April 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.  Inspectors held meetings with the headteacher and senior leaders.  Inspectors carried out deep dives in these subjects: early reading, mathematics, religious education and history. 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 samples of pupils’ work.  Inspectors looked at samples of pupils’ work in a range of other subjects, including English. This included samples from pupils in the resource base.  The lead inspector spoke with the chair of trustees and members of the local academy

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advocates board.  The lead inspector spoke with the CEO and the primary director of education of the trust.  The lead inspector listened to a sample of pupils reading to a familiar adult.  Inspectors observed pupils’ behaviour in lessons and at different times of the day, including 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

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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

Anne Potter, lead inspector Ofsted Inspector

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Inspection team

Ed Leighton Ofsted Inspector 8 and 9 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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