Perry Hall Primary School

Inspection of Perry Hall Primary School Colman Avenue, Wednesfield, Wolverhampton, West Midlands WV11 3RT

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

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The headteacher is Lee Fellows. This school is part of Perry Hall Multi-Academy Trust, which means that other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Amarjit Cheema OBE, and overseen by a board of trustees, chaired by Andrew Brocklehurst. 29 and 30 April 2025

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What is it like to attend this school?

Perry Hall Primary School is a happy and welcoming school. Pupils feel safe and flourish in its supportive atmosphere. They are positive about their school. Pupils have confidence that staff will help them resolve any worries or concerns they may have. Staff take the time to get to know pupils and their families well. From the start of the early years, pupils thrive in this nurturing environment.

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What is it like to attend this school?

Staff have high expectations of pupils’ behaviour and academic success. Pupils achieve well across a range of subjects. They are respectful to staff, visitors and each other. As a result, the school is a calm environment.

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What is it like to attend this school?

Pupils enjoy attending clubs before and after school. These cater for many interests, such as football, gardening, basketball and netball. Older pupils are keen to take on roles of responsibility that allow them to make a positive contribution to their school. For instance, prefects help model positive behaviours to other pupils during whole-school assemblies. ‘Play Pal’ leaders help organise activities and games for other year groups during breaktimes and lunchtimes. Pupils also benefit from a range of educational visits to enhance their learning. This includes residential visits, visits to the local National Trust venue and to the local bee farm.

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

Staff in school work together to develop a broad, balanced and ambitious curriculum for all pupils. The important knowledge and vocabulary that pupils need to learn has been identified in each subject. The school has determined the order of learning and the clear steps that pupils need to take to build their knowledge well. Teachers implement the curriculum effectively and pupils are able to recall prior learning. For example, in history, pupils had previously learned about the Industrial Revolution and then linked that to the important decisions about education and child labour made by Queen Victoria. As a result, pupils learn the curriculum well. In most subjects, staff make careful checks to ensure that pupils remember important information. However, on some occasions when pupils make mistakes, staff do not address these in a timely enough manner. This means that pupils sometimes continue to repeat errors.

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

Staff identify the needs of pupils with special educational needs and/or disabilities (SEND) effectively. Pupils with SEND achieve well because staff make useful adaptations to the curriculum where necessary. This enables them to successfully progress through the curriculum. Through the school’s ‘Seedlings’ resource, pupils receive individual support in a nurturing environment.

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

The school has established an effective reading programme. Learning to read well and widely is a key focus of the school. Children start learning to read from day one in Reception, where they learn the sounds they will later use to read words. Staff deliver high-quality phonics teaching. They identify any pupils who struggle and give them extra help. Books that pupils use to practise their reading are closely matched to the sounds 29 and 30 April 2025

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that pupils know. As a result, pupils quickly develop the skills that they need to become fluent, confident and independent readers. Pupils also develop a love of reading.

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The early years provision is highly effective. The curriculum provides a strong foundation for children’s learning and development. Staff carefully design activities to ensure that they match the children’s next steps in learning. Language is modelled expertly by adults, which helps pupils learn to use new words with confidence. Children follow clear routines. They listen carefully to one another and treat each other with kindness. This provides children with an exceptionally strong foundation to behave positively and collaborate together. As a result, children are very well prepared for the next stage of their education.

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Leaders ensure that attendance is a key focus of the school. Attendance rates are positive. When any concerns arise around attendance, the school and trust swiftly put in place effective support to secure improvements. Pupils work hard and try their best. These positive behaviours contribute to their successful learning.

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The provision for pupils’ personal development is effective and underpinned by the school’s values. Pupils explore different faiths and cultures. For example, pupils could explain the festival of Diwali and how it is linked to the story of Rama and Sita. They learn about diversity among people and families. Pupils learn how to keep safe online and in the real world. They are well prepared for their future lives.

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Leaders understand the strengths and weaknesses of the school. They are ambitious in developing their school and supporting pupils in achieving well. The local governing body has its delegated responsibilities. It provides appropriate challenge and support for school leaders. The school prioritises staff well-being and fosters a supportive environment, which staff members appreciate.

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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 some pupils’ misconceptions are addressed consistently and in a timely way. This means that some pupils repeat errors, miss important learning and have gaps in their knowledge. The school should ensure that all staff have the knowledge and skills they need to address misconceptions and gaps in pupils’ learning in a timely and effective way. 29 and 30 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). 29 and 30 April 2025

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School details

Dates of previous inspection 21 and 22 January 2020, under section 8 of the Education Act 2005

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Information about this school

 The school does not make use of any alternative provision.  The school is part of the Perry Hall Multi-Academy Trust.  The school has a Nursery provision for two-year-olds.  The school operates breakfast- and after-school clubs on the site.  A new headteacher took up post in September 2023.

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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. 29 and 30 April 2025

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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. The inspectors discussed the impact of the pandemic with the school and have taken that into account in their evaluation of the school.  Inspectors carried out deep dives in these subjects: English, including early reading, mathematics, history and modern foreign languages. 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. The lead inspector listened to a sample of pupils in Years 1 to 4 read to staff.  Inspectors met with groups of pupils across the school.  Inspectors considered the responses to the Ofsted Parent View questionnaire, including

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the free-text comments. They also took account of the responses to the confidential staff survey and gathered views of both staff and pupils throughout the inspection.  Inspectors met with the headteacher, members of the school senior leadership team, a selection of subject leaders, teachers and support staff.  Inspectors met with leaders to discuss early years, SEND, disadvantaged pupils, behaviour, attendance and personal development.  The lead inspector met with representatives from the local governing body. The lead inspector also had a meeting with the CEO of the trust.  Inspectors scrutinised a wide range of documents, including those related to pupils’ wider development, behaviour and attendance. They also observed pupils’ behaviour in lessons, around school and during breaktime.  Inspectors reviewed and scrutinised a range of the school’s documentation, including leaders’ plans for improving the school and minutes of governor meetings.

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 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.

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Inspection team

James Dean, lead inspector His Majesty’s Inspector

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Inspection team

Nina Sangha Ofsted Inspector 29 and 30 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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