Lane Green First School

Inspection of Lane Green First School Bilbrook Road, Bilbrook, Wolverhampton, West Midlands WV8 1EU

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The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 25 and 26 March 2025

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What is it like to attend this school?

A warm welcome awaits pupils and their families when they arrive at school, and this sets the scene for the remainder of the day. Cheerful voices can be heard, for instance wishing others a ‘good morning’, asking ‘how are you today?’ or hoping that ‘you enjoy your day’. These voices are just as likely to be pupils speaking to adults as they are adults checking on pupils.

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What is it like to attend this school?

Pupils value their friendships. Their warm and trusting relationships mean that pupils are confident to talk to adults about any concerns they may have. They know that the adults will sort out any problems for them.

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What is it like to attend this school?

The school has recently begun to offer more opportunities for pupils to take up positions of responsibility, such as eco councillors and school councillors. These have been welcomed with great enthusiasm.

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What is it like to attend this school?

Pupils benefit from the school’s recent and successful actions to make its curriculum more meaningful and enjoyable. In this way, the school lives up to its aim of ‘caring and achieving’. There are high expectations for all pupils at the school. Pupils with special educational needs and/or disabilities (SEND) are well supported by staff.

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

The curriculum is now well considered and logically ordered. Teachers present subject matter to pupils clearly. Mostly, they check pupils’ understanding during lessons and respond quickly if there are errors or misunderstandings.

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

The school’s strong focus on teaching pupils important words supports them to improve their language and communication. This starts well in early years, where staff introduce new words to children carefully. Staff encourage children to use these words in sentences. Older pupils speak confidently and use a wider choice of words in their conversations with peers and adults.

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

The carefully considered changes to the curriculum have also been part of the school’s work to improve attendance, in the belief that if pupils enjoy their lessons, they will want to attend every day. This has been successful.

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

Positive improvements have been made to the way that pupils with SEND are identified and supported. Staff working with the pupils with the greatest need benefit from additional training and specialist support. These pupils make progress through the curriculum, including towards their individual targets. However, the school does not ensure that staff adapt work effectively when pupils find their work difficult. As a result, some pupils with SEND are not able to work towards the same learning outcomes as their classmates. 25 and 26 March 2025

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Clear routines are quickly established in early years. Children know what is expected, and they learn to work together, share and take turns. Activities are carefully thought out so that staff deepen children’s learning.

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Staff teach phonics consistently well, and careful assessments ensure that extra help is provided for those who need it. Carefully selected reading books help children to practise the sounds they are learning. Pupils also learn how to write the letter sounds they are learning to read.

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The school sets high expectations for pupils’ behaviour. Lessons are calm and orderly, with clear routines and expectations that pupils follow. The majority of pupils demonstrate positive attitudes to their learning. Those who find it difficult to manage their own behaviour are appropriately supported. Lunchtime in the school hall is a sociable time, and playground activities are carefully organised by attentive staff.

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Much of the school’s provision for the personal development of pupils is carefully thought through. Pupils are supported effectively to gain additional experiences that broaden their outlook on the world. The school provides additional support for some pupils, such as through links with external organisations, particularly relating to mental health.

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The school teaches pupils to treat everyone with respect. It helps them to understand that everyone is different, but also equal. However, in some of its work, the school has not thought enough about how to prepare pupils for life in a diverse society. As a result, although some pupils are able to identify some fundamental British values, they do not understand the importance of those values in modern life. They are also not sufficiently aware of some of the different groups that they will meet, particularly those with protected characteristics.

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The school is part of a multi-phase federation and benefits from a strong relationship with a local middle school. Older ‘reading ambassadors’ hear pupils read each week. Staff have access to guidance from subject specialists and appreciate the support they receive. Governors have a clear understanding of their roles and support and challenge the work of school leaders effectively.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 The school has not ensured that the curriculum is suitably adapted to enable pupils with SEND to learn the curriculum well. This means that, on occasion, these pupils do not achieve as well as they could. The school should ensure that staff adapt the curriculum effectively so that pupils learn its content securely. 25 and 26 March 2025

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 The school does not prepare pupils well enough for life in modern Britain. Pupils do not fully understand the rights and responsibilities that British values provide for them as future citizens. They also lack an understanding of the different groups that they will meet in a diverse modern society. The school should ensure that pupils are given the opportunity to learn about and understand fundamental British values and the diverse cultures in modern Britain.

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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). 25 and 26 March 2025

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 21 and 22 September 2022, under section 5 of the Education Act 2005

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Information about this school

 The school is part of the South Staffordshire Learning Partnership. An executive headteacher, Alun Harding, oversees this and four other schools.  The leadership structure of the school has changed since the last inspection. It now has a deputy headteacher and assistant headteacher instead of two assistant headteachers.  The school does not use 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 March 2025

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 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors met with the headteacher and other senior leaders of the school, the acting chair of governors, executive headteacher and members of the governing body. Inspectors also spoke to a representative from the local authority.  Inspectors carried out deep dives in these subjects: phonics and reading, mathematics, geography and art. 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 also discussed the curriculum in some other subjects.  Inspectors observed playtime and lunchtime activities and spoke to pupils about

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behaviour in the school.  Inspectors met with parents at the start and end of the day and considered the views expressed through Ofsted Parent View.  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.

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Inspection team

Anne Potter, lead inspector Ofsted Inspector

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Inspection team

Allyson Brown Ofsted Inspector 25 and 26 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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