Penns Primary School

Penns Primary School

Address: Berwood Road, Sutton Coldfield, West Midlands, B72 1BS Unique reference number (URN): 103356

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Strong standard

Pupils, including those who are disadvantaged, achieve consistently well. Typically, pupils' attainment in reading, writing and mathematics by the end of key stage 2 is above the national averages. At greater depth, pupils excel in reading, grammar and mathematics. Pupils progress well across the curriculum. Pupils share their learning confidently, for example, talking about caring for the environment or comparing Mayan civilisations with ancient Egyptians.

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Achievement Strong standard

Children in the early years use phonics skills to decode words and read their own writing out loud. In phonics, pupils that need to catch up are well supported to succeed. Pupils with special educational needs and/or disabilities make excellent progress through the curriculum from their starting points.

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Achievement Strong standard

Older pupils' knowledge of multiplication facts is secure and they confidently use mathematical skills to solve calculations and tackle problems. They are well prepared for the challenges of secondary school.

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Attendance and behaviour Strong standard

Pupils enjoy coming to school and are eager to learn. Attendance is high and above national averages. Very few pupils are persistently absent. This is because staff have created a positive environment that helps pupils to thrive academically and beyond. Pupils have a great sense of belonging. The school carefully tracks absence and quickly supports pupils and families when there is a concern. Leaders have built positive relationships with families to help overcome any barriers to attendance.

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Attendance and behaviour Strong standard

Staff are role models of positive behaviour and the pupils look up to them. Any issues are quickly dealt with. Discrimination is tackled in all its forms. The school is a positive place to learn, and pupils thrive. Behaviour across the school is impeccable. The school is calm and orderly. Pupils want to behave well, often without needing further encouragement. Pupils understand the 'SMART' school values and live and breathe them. They treat each other in an accepting way and are respectful to others. Pupils act with growing maturity and independence. Children in the Reception Year concentrate well and develop strong learning behaviours. Pupils in all year groups build on this positive start. Older pupils are behaviour ambassadors and are positive role models to others.

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Inclusion Strong standard

Inclusion is at the heart of leaders’ high aspirations for all, including disadvantaged pupils and those with special educational needs and/or disabilities (SEND). The school's strategy for identifying pupils' needs begins from the outset when pupils join the school. The strategy is clear, well-established and highly effective. Leaders ensure adaptations are made to pupils' learning across all classes and year groups. Pupils fully access the curriculum, as nuanced support helps them to achieve. Leaders make sure that staff have the necessary skills and expertise to support pupils. Staff provide clear explanations to pupils with SEND to help them to understand new concepts.

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Inclusion Strong standard

Pupils benefit from the high-quality provision for their learning. Invariably, carefully planned interventions help pupils to get the support they need. Leaders' rigorous oversight and monitoring demonstrates how well pupils are supported. Pupils feel reassured and build understanding over time. They progress well through the curriculum.

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Inclusion Strong standard

Leaders' support for disadvantaged pupils receiving pupil premium funding is bespoke and individualised. Leaders ensure pupils benefit from tailored interventions and support groups. These pupils benefit from the wider offer that extends beyond the academic. This ensures the impact is maximised for every pupil.

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Personal development and wellbeing Strong standard

Leaders have created a broad and carefully considered programme to support pupils' wider development, including personal, social and health education. This is firmly embedded in all year groups. The programme helps pupils to develop a range of personal and social skills, such as speaking confidently in groups.

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Personal development and wellbeing Strong standard

Pupils understand fundamental British values and discrimination. They discuss issues such as racism and sexism with sensitivity and in an age-appropriate manner. The vast majority of pupils develop highly positive moral and social values. Pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning engage and thrive. They make the most of opportunities.

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Personal development and wellbeing Strong standard

Pupils are aware of others' mental health and where to go to get help when they need it. Importantly, pupils seek to support each other. Pupils act maturely both in lessons and around the school site. They are well prepared for their next stages in education.

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Personal development and wellbeing Strong standard

There are a wide range of opportunities for pupils to engage with the local community, including visits to care homes for older people, that build strong community links. Pupils develop an understanding of others who are different to themselves. Pupils make requests and their voice is heard. Small groups of pupils run entrepreneurial ventures to raise funds and they develop business acumen. Pupils who are disadvantaged are subtly supported so they can fully access trips, visits and visitors to the school. Pupils are proud to belong to the local community.

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Personal development and wellbeing Strong standard

Leaders have developed an effective relationships and sex education and health education curriculum. Pupils know how to stay safe online and understand healthy relationships. Across the school, pupils are given the opportunity to flourish, both academically and emotionally.

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Curriculum and teaching Expected standard

Teachers know what to teach and when to teach it. Staff have secure subject knowledge. On the whole, they deliver the curriculum well, with clear lessons that are well structured and sequenced. Staff adapt their teaching to meet the needs of pupils with special educational needs and/or disabilities. They check what pupils understand and address misconceptions, helping them to progress through the curriculum.

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Curriculum and teaching Expected standard

Leaders have ensured that the foundational knowledge of reading, writing and mathematics is well sequenced, ambitious and typically delivered well by staff. Pupils learn to read through effective phonics lessons. If they fall behind in their learning, pupils get the support they need to catch up.

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Curriculum and teaching Expected standard

Leaders understand the curriculum and school's teaching priorities. The curriculum is generally well sequenced to build pupils' knowledge over time. It covers a broad range of subjects. However, leaders are continuing to refine the curriculum to ensure learning is maximised in all subjects all of the time. As a result, pupils' ability to connect knowledge across different areas of the curriculum is not as consistently as effective as it could be.

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Curriculum and teaching Expected standard

Leaders have designed effective staff training programmes that help teachers to develop their skills and expertise. Teachers feel well supported to deliver effective lessons.

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Early years Expected standard

Children benefit from a successful start to their education in the early years. Warm relationships exist between adults and children. Typically, high-quality interactions help children to develop their vocabulary. Children concentrate and are eager to learn. Caring staff look after children very well. Those with special educational needs and/or disabilities or other barriers to their learning are well supported and fully included through careful adaptations. Generally, children make positive progress through the curriculum by the end of reception.

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Early years Expected standard

The curriculum is progressive and suitable. Early reading is well delivered with precise phonics teaching. Children learn to read well. Those that need support, including children who are disadvantaged, quickly get the help that they need.

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Early years Expected standard

Indoors, carefully planned activities address all areas of learning. However, the outdoors area focuses too heavily on children’s physical development. This means that some learning opportunities are not planned for as well as they should be.

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Early years Expected standard

Leaders collaborate with local nurseries and providers, ensuring teachers know the children’s starting points. As a result, children are supported from the outset. Positive relationships with parents and carers ensure pupils maintain this fast start. Likewise, teachers collaborate, so transition to Year 1 is seamless. Children are ready for the next stage of their education.

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Leadership and governance Expected standard

Passionate leaders put the pupils’ best interests at the heart of their decision-making. Leaders know their school and its pupils well. They have clear priorities. Leaders’ actions to improve key elements of the provision have had a positive impact on the school’s teaching and the achievements of pupils.

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Leadership and governance Expected standard

Parents and carers are invariably positive about the school and appreciate the care and attention the pupils receive. Many comment on how the school ensures their children are happy and thrive.

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Leadership and governance Expected standard

Staff are overwhelmingly positive about working at the school, particularly regarding how leaders consider their workload and wellbeing. Staff are happy and go the extra mile to help pupils. Leaders have set out a comprehensive plan of professional learning that helps to improve teaching and learning. Pupils benefit from high-quality curriculum and learning as a result. Leaders recognise that more needs to be done to continue to refine the curriculum and ensure learning is maximised for all pupils.

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Leadership and governance Expected standard

Governors are well informed about the school and provide suitable challenge and support. This helps to secure improvement in most areas of the school’s work. They are aware of their statutory duties.

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What it's like to be a pupil at this school

Pupils at Penns Primary are rightly proud of their school. Pupils excel here. A warm, supportive environment radiates throughout the school. Pupils are encouraged to do their best and they rise to this challenge.

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What it's like to be a pupil at this school

Pupils' behaviour across the school is impeccable. They are well mannered and thoughtful towards others. Older pupils are role models for their younger peers. They support them as play leaders and behaviour ambassadors. Pupils are excited to be in school and attendance at the school is high. Children in the early years concentrate very well and engage in their learning. They make positive progress through the curriculum. This continues throughout the school and as a result pupils achieve well in all year groups.

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What it's like to be a pupil at this school

Pupils enjoy lessons. They listen with interest to their teachers and receive the help they need to achieve well. Pupils with special educational needs and/or disabilities and those who are disadvantaged or have other barriers to learning are very well supported through effective adaptations to their learning. They achieve well and thrive. Pupils are keen to learn and excited to know more and remember more.

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What it's like to be a pupil at this school

The school pays a great deal of attention to pupils' personal development. Pupils feel safe. They know there are staff that they can talk to if they have any worries. Pupils, including those in the early years, develop strong and warm relationships with others. Pupils show tolerance of others and act with respect. Bullying is rare and is swiftly addressed by teachers.

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Team inspectors:

Pamela Matty, Ofsted Inspector Rob Johnstone, Ofsted Inspector Pupils study a broad and ambitious curriculum with many wider opportunities, such as visits, residentials and clubs. All pupils benefit from the extensive personal development and wellbeing programme on offer. Pupils get the care and support they need to thrive personally and flourish academically. Pupils leave the school at the end of Year 6 ready for the next stage of their education and are well prepared for life beyond school in modern Britain.

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Next steps

Leaders should further refine the curriculum design across all wider subjects to maximise pupils’ opportunities for learning in all areas. Leaders should ensure that the early years outdoors provision is as high quality as indoors to maximise children’s learning opportunities.

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About this inspection

The chair of the board of governors in this school is Mrs Levain Preston.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with school leaders during the inspection. Inspectors met with members of the local governing board. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils and staff to gather information about school life.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school does not currently make use of any alternative provision.

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years. National average: 26.3%

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 67% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2022/23 (final) 83% 59% Above ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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