Quinton Church Primary School

Inspection of a school judged good for overall effectiveness before September 2024: Quinton Church Primary School Hagley Road West, Quinton, Birmingham, West Midlands B32 1AJ

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Outcome

Quinton Church Primary School has taken effective action to maintain the standards identified at the previous inspection.

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Outcome

The headteacher of this school is Steve Miller. This school is part of Birmingham Diocesan 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), Tim Boyes, and overseen by a board of trustees, chaired by Sarah Smith.

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What is it like to attend this school?

Pupils really enjoy their learning at Quinton Church Primary School. Starting in the Reception class, staff forge strong relationships with pupils. Pupils know there is always an adult to turn to who can resolve any issues. This helps them to feel safe. The school works well with parents and carers, who greatly value what the school offers.

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What is it like to attend this school?

There are high expectations of what all pupils can achieve. The school’s curriculum is broad and challenging. Pupils across the school learn well in different subjects. They are very well prepared in all respects for the next stage in their education.

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What is it like to attend this school?

The school’s culture, ‘be kind, be fair and be thankful’, is important to everyone. The school expects pupils to meet a high standard of behaviour. Pupils behave very well in lessons and at social times and the school is a calm and purposeful place. Pupils are polite and friendly. They attend regularly.

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What is it like to attend this school?

Visitors and trips out of school contribute effectively to pupils’ learning. Pupils can take up a wide range of responsibilities, such as being eco-warriors, worship leaders or house captains. Pupils benefit from taking part in clubs after school, largely devoted to sport or music. 17 and 18 June 2025

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

The school has worked well to maintain its standards since the previous inspection. New leadership has brought a fresh perspective and led to further improvements, for example in developing the provision for pupils with special educational needs and/or disabilities (SEND). Current plans for development are based on the school’s sound evaluation of its provision. Staff, including teachers new to the profession, say that the school is considerate of their workload and always ready to listen to their views. The trust provides effective oversight and guidance for the school’s work.

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

Reading is a top priority. Pupils follow a structured phonics programme. They learn sounds and letters in a logical order. Staff use the programme’s resources in a consistent way. Books for younger pupils are carefully matched to their phonics knowledge. The school gives skilful support to any pupils who are at risk of falling behind. As a result, pupils learn to read quickly and fluently. Across the school, they enjoy reading and develop a personal taste in books.

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

Children’s learning gets off to a good start in the early years, where children learn well through carefully constructed activities. Pupils then study all subjects in the national curriculum. In each subject, leaders have identified the most important knowledge for pupils to learn. Learning builds well on what pupils already know. Teachers plan day-to- day activities for pupils so that they meet the longer-term aims of the curriculum. Published outcomes for pupils’ attainment in 2024 were strong, especially in mathematics.

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

In general, teachers have good subject knowledge. They choose the right activities to help pupils to learn. In mathematics, teaching makes effective use of physical resources. For instance, pupils in Year 4 confidently used plastic triangles to answer questions about geometry. Regular opportunities to recall their previous knowledge help pupils to remember their learning in the longer term. However, in subjects other than English and mathematics, the school is only in the early stages of reviewing how well the curriculum is working in the classroom. This has restricted the school’s ability to improve pupils’ learning further.

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

The school has established strategies to check on what pupils have learned and to identify misconceptions, both in class and at the end of a unit of work. However, some of these checks are not made carefully enough. As a result, teachers’ understanding of what pupils know, and their evaluation of the curriculum, can be inaccurate.

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

The school identifies the additional needs of pupils with SEND effectively. Staff draw on guidance from other professionals to ensure that these pupils’ needs are well met. As a result, pupils with SEND make strong progress through the full curriculum.

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

Pupils have a strong sense of responsibility and behave very well. This begins in the early years, where children follow well-established routines and learn important social skills. Any incidents are analysed by the school and issues are acted on immediately. Pupils generally take pride in their work. 17 and 18 June 2025

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Pupils follow a programme of personal development that focuses on understanding their own feelings and those of others. Pupils know how to keep themselves safe, including online. They learn about cultures and traditions other than their own, for example through the range of authors and characters they encounter in their reading. A wide range of opportunities to take responsibility enables pupils to help others and to reflect on and develop their own skills of leadership.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 At times, assessments of pupils’ learning, both in lessons and more broadly, do not provide teachers with the information that they need to decide what best to teach. As a result, pupils sometimes do not benefit from teaching that is precisely focused on what they need to know. The school should ensure that assessment is used effectively to identify misconceptions promptly and to inform the planning of learning.  In subjects other than English and mathematics, monitoring is at an early stage of development, and so the school has not identified what approaches to teaching work best. Sometimes, pupils do not learn the key knowledge as easily and as fully as they could. The school should ensure that subject leadership has the expertise and the opportunity to further develop classroom practice.

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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. 17 and 18 June 2025

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This is the third ungraded inspection since we judged the predecessor school of the same name to be good for overall effectiveness in July 2012.

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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). 17 and 18 June 2025

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School details

Dates of previous inspection 16 and 17 October 2019, under section 8 of the Education Act 2005

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Information about this school

 The school is a Church of England faith school in the Diocese of Birmingham. The school was inspected under section 48 in October 2017.  The headteacher and the deputy headteacher both joined the school in September 2024.  The school runs a breakfast club and an after-school club.  The school makes use of one unregistered 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. 17 and 18 June 2025

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 The inspector met with the headteacher and other leaders, including the special educational needs coordinator. He also spoke with staff about their experience of the school.  The chair and CEO of the trust, and the chair and vice-chair of the local academy board met with the inspector remotely.  The inspector spoke with pupils at social times and with groups of pupils more formally.  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 reviewed a range of documents. These included the minutes of local academy board meetings and information about pupils’ behaviour, attendance, the school’s curriculum, self-evaluation and improvement planning.

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 The inspector took account of responses to Ofsted Parent View, including the free-text comments. The inspector also considered responses to Ofsted’s surveys for staff and pupils.  The inspector visited a sample of lessons, spoke to some pupils about their learning and looked at samples of their work.

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Inspection team

Martin Spoor, lead inspector Ofsted Inspector 17 and 18 June 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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