Bordesley Village Primary School

Bordesley Village Primary School

Address: Emmeline Street, Bordesley Village, Birmingham, West Midlands, B9 4NG Unique reference number (URN): 144337

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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 achieve strongly across all areas of the curriculum. Throughout the school, they build secure foundational knowledge in reading, writing and mathematics. This ensures that pupils approach new learning with confidence. Where gaps appear in pupils' knowledge, teachers act swiftly to close them through well-targeted support. Adaptations to teaching ensure that every pupil accesses the full curriculum and makes sustained progress over time. As a result, published outcomes remain consistently above those seen nationally.

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Achievement Strong standard

Disadvantaged pupils and those with special educational needs and/or disabilities benefit from precise support that reduces barriers to learning. These pupils make progress that matches, and often exceeds, that of their peers.

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Achievement Strong standard

Beyond academic learning, pupils develop resilience, independence and positive attitudes to school life. They talk confidently about their work and demonstrate pride in the progress they make. Taking account of the school’s context, pupils are very well prepared for the next stage of their education.

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Attendance and behaviour Strong standard

Leaders place a strong emphasis on securing high attendance across the school. They know their community well and the barriers that affect regular attendance. Leaders use established systems to monitor patterns closely and identify concerns at an early stage. Staff work proactively with families, and they sensitively support or challenge parents and carers when pupils are absent. Clear communication ensures that parents understand the impact of missed learning. Leaders’ actions have contributed to a rapid fall in persistent absence over time. As a result, pupils attend school more regularly, and attendance for all pupils is rapidly increasing over time.

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Attendance and behaviour Strong standard

Leaders set very high expectations for pupils’ conduct. They model these expectations clearly. The school is a calm and purposeful environment in which pupils feel safe and ready to learn. Staff apply behaviour routines consistently, which helps pupils understand what is required of them. These expectations begin in the early years. Pupils show respect for one another and for adults. Bullying or any discriminatory behaviour is rare, and staff deal with any incidents swiftly and effectively. Pupils trust adults to take their worries seriously. As a result of leaders' work, pupils flourish and develop a strong sense of belonging.

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Curriculum and teaching Strong standard

Leaders have meticulously designed a coherent and ambitious curriculum that reflects the school’s priorities and the needs of its community. They have thought carefully about how learning builds from the early years upwards. This ensures that pupils revisit important knowledge and apply it with increasing confidence. The curriculum incorporates enriching experiences beyond the classroom. Teachers use their deep subject knowledge to present ideas clearly and in a logical sequence. They adapt their teaching skilfully so that all pupils, including those who may face barriers, can access the same high-quality curriculum. Staff check pupils’ understanding frequently and revisit important knowledge with pupils, where needed. They provide pupils with high-quality phonics teaching and help pupils who find reading more challenging to catch up quickly in their phonics knowledge. Pupils build substantial knowledge over time

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Curriculum and teaching Strong standard

and produce thoughtful, well-crafted work. As a result, pupils secure essential skills in reading, writing and mathematics and use precise vocabulary to explain their thinking.

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Curriculum and teaching Strong standard

Leaders maintain a sharp focus on continuous improvement. They review the curriculum regularly and refine content where needed to ensure that it remains demanding and relevant. Staff receive a strong professional learning programme so that they can implement the curriculum consistently and effectively. Consequently, pupils are well prepared for the next stage of their education.

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Early years Strong standard

Children make a strong and confident start to their education in the early years. Staff build warm, trusting relationships with children. This ensures that children settle quickly and feel safe. The curriculum is carefully designed and sequenced so that children gain the essential knowledge they need across the early years foundation stage educational programmes. Staff check what children know with precision and use this information to shape purposeful learning experiences and provide opportunities for children to practise and consolidate new learning.

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Early years Strong standard

Staff understand each child’s starting point and identify any additional needs promptly. They adapt teaching effectively so that children with special educational needs and/or disabilities, as well as those who are disadvantaged, access the full curriculum. Staff work closely with parents and carers to support learning and development at home. Targeted support enables these children to make sustained and significant progress.

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Early years Strong standard

High-quality interactions lie at the heart of daily practice. Adults model ambitious vocabulary and encourage children to speak in full sentences. Rich opportunities to explore stories, rhymes and early writing strengthen children’s language development. Phonics teaching is systematic and consistent. This gives children the confidence to blend and segment sounds accurately.

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Early years Strong standard

Clear routines and well-established expectations help children to develop positive learning behaviours. Children engage with increasing independence, cooperate with their peers and take pride in their achievements. They feel safe, manage small risks appropriately and begin to make healthy choices. As a result, they are very well prepared to be successful in Year 1.

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Inclusion Strong standard

Inclusion is the main driving force behind the school’s work. Leaders set high expectations for every pupil, regardless of their starting points or the challenges they may face. Staff identify pupils’ needs quickly and accurately through well established systems. This includes pupils who are disadvantaged, those with special educational needs and/or disabilities, and those known to, or previously known to, children’s social care. Staff use this information to shape carefully considered support that helps pupils overcome barriers and engage fully in learning. As a result, pupils make strong progress over time.

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Inclusion Strong standard

Leaders provide regular, high-quality training that strengthens staff expertise in the graduated approach. Teachers use effective adaptations in their classrooms so that pupils can access the ambitious curriculum alongside their peers. Parents and carers value the close communication they receive, and they work in partnership with staff to help their children thrive.

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Inclusion Strong standard

Leaders use pupil premium and other additional funding well. They target resources precisely to improve pupils’ academic progress, wellbeing and readiness to learn. Disadvantaged pupils benefit from tailored pastoral support and opportunities that broaden their experiences. For example, the school employs a range of professionals to support pupils’ emotional and mental health. Leaders rigorously monitor interventions and adjust support so that it continues to make a meaningful difference.

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Inclusion Strong standard

This strong, inclusive culture ensures that all pupils feel known, supported and able to achieve success.

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Leadership and governance Strong standard

Leaders have a clear and ambitious vision that shapes the school’s continual improvement. They know the school very well and use this insight to identify precise priorities that strengthen provision for every pupil. Leaders act with determination and integrity. They ensure that decisions consistently promote pupils’ learning, safety and wellbeing. Leaders’ high expectations are communicated clearly, and they model the professional conduct they expect from all staff.

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Leadership and governance Strong standard

Leaders have developed a highly effective and well-sequenced programme of professional development. Staff at all career stages, including early career teachers, benefit from high- quality training that deepens subject knowledge and refines teaching practice. Leaders allocate time for collaboration so staff can share expertise, review approaches and improve classroom practice. As a result, the staff team works with confidence, purpose and shared commitment. Leaders remain attentive to workload and review systems to reduce unnecessary burdens. This ensures that staff morale stays high.

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Leadership and governance Strong standard

Trustees fulfil their statutory responsibilities with diligence and strategic insight. They know the school’s context well and ask leaders rigorous, informed questions about the impact of their work. Trustees monitor safeguarding, curriculum quality and the provision for disadvantaged pupils and those with special educational needs and/or disabilities. This close oversight ensures that leaders focus on the right priorities to drive improvement.

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Leadership and governance Strong standard

Parents and carers speak very positively about the school and praise leaders for their work. Collaboration with other schools and external specialist services supports ongoing improvement. This collective approach helps to sustain a culture of aspiration, fairness and consistency. As a result, pupils and staff thrive within a caring and ambitious community.

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Personal development and wellbeing Strong standard

The school places pupils’ personal development at the heart of its work. Leaders design an ambitious programme that gives every pupil regular opportunities to experience a wide range of activities and develop positive character traits. Pupils speak warmly about the variety of trips, visitors and clubs that enrich their learning. These experiences complement the curriculum and help pupils build confidence, independence and a strong sense of belonging. Leaders ensure that all pupils, including those with special educational needs and/or disabilities and those who are disadvantaged, participate fully by removing financial and practical barriers.

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Personal development and wellbeing Strong standard

The programme reflects the school’s deep understanding of its community. Staff plan learning carefully so that pupils understand how to behave responsibly, care for others and contribute to society. As a result, pupils develop secure knowledge across all aspects of personal, social, health and economic education. They receive effective age-appropriate teaching about healthy relationships. These essential skills prepare them well for the next stage of their education.

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Personal development and wellbeing Strong standard

Pupils treat one another with courtesy and respect. Leaders make deliberate links with the school values. Pupils learn about the rights of citizens protected under the law. Assemblies, class discussions and leadership roles, such as school councillors and prefects, help pupils put these values into practice. Pupils recognise that their voices matter because staff act upon their suggestions. This nurtures pupils’ confidence and encourages them to take responsibility for improving their school community.

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Personal development and wellbeing Strong standard

The school’s wider offer is rich and inclusive. Clubs such as basketball, multi-sports and music spark pupils’ interests and encourage them to try new activities. Participation rates are high, and staff track these closely to ensure fair access. Pastoral support is strong. Pupils learn positive strategies to manage their emotions, which they apply maturely in daily interactions. By the time they leave, pupils are confident, resilient and thoughtful individuals who are prepared for life in modern Britain.

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

Bordesley Village School is a calm, orderly and highly purposeful place where pupils learn very well. Pupils are proud to attend this welcoming and ambitious school. They arrive each morning with enthusiasm and are greeted warmly by staff who know them well. This consistent care helps pupils feel safe and valued and to develop highly positive attitudes to school life. The school’s vision of ‘every child has the right to an excellent start in life’ is lived out by all.

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

The school's well-sequenced curriculum and consistent approach helps pupils to build strong knowledge and key skills. Pupils enjoy their learning and approach lessons with curiosity. Staff check pupils’ understanding consistently, so misconceptions are addressed promptly. Those who need extra support receive timely and effective help. This enables all pupils to learn alongside their peers. As a result, pupils achieve very well. Pupils behave very positively throughout the school. Clear routines mean that pupils move calmly around the school and settle quickly to work. Pupils show respect for one another and for adults. They understand the importance of kindness and cooperation. Pupils demonstrate these values in lessons and during social times. Bullying is rare. Pupils are confident that staff will act quickly if worries arise. Children in the early years benefit from well ‑ established routines that help them feel safe and become confident and enthusiastic

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

Pupils attend school regularly. Staff work closely with families to reduce barriers and encourage regular attendance. Pupils recognise that coming to school every day helps them to make progress and make the most of the opportunities available.

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

Across the school, there is a strong sense of community with clear commitment to equality and inclusion. Pupils enjoy clubs, visits and performances that broaden their experiences and deepen their understanding of the world. Leadership roles, such as school councillor, playground leader and prefects, help pupils develop pride and confidence. Pupils are well prepared for the next stage of their education and for life in modern Britain.

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Next steps

Leaders and those responsible for governance should strengthen and refine their work across all areas, ensuring that improvements are sustainable over time so that they continue to have a transformational impact on outcomes for all pupils.

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About this inspection

This school is part of Cromwell Learning Community 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) and executive headteacher, Rubina Darr, and overseen by a board of trustees, chaired by John Orchard.

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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 including the executive headteacher, assistant headteachers and other leaders. The lead inspector spoke with the CEO and representatives of the trust, including trust leaders and trustees.

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About this inspection

Inspectors spoke to pupils in lessons and at social times and met with groups of pupils.

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About this inspection

Inspectors met with groups of staff and spoke to parents at the start of the school day. They considered the responses to Ofsted’s surveys.

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About this inspection

The inspectors confirmed the following information about the school:

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Team inspectors:

Kerrise James, Ofsted Inspector Andrew Teale, Ofsted Inspector

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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. The school does not make use of any alternative provision for pupils.

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What does this mean?

Executive Headteacher: Rubina Darr National average: 300

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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.

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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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average

2022/23 (final) 65% 60% Close to average

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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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average

2023/24 (final) 74% 74% Close to average

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average

2022/23 (final) 73% 73% Close to average

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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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average

2023/24 (final) 67% 62% Close to average

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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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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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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