Busill Jones Primary School

Busill Jones Primary School

Address: Ashley Road, Bloxwich, Walsall, WS3 2QF Unique reference number (URN): 146785

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Overall, pupils achieve well across the curriculum from their starting points. Pupils typically learn well across a wide range of subjects. Leaders ensure that pupils secure important foundations for learning in English and mathematics. For the most part, pupils secure this knowledge by the end of key stage 1.

p.2

Achievement Expected standard

Over the past number of years, outcomes for pupils in Year 1 in phonics have improved significantly. Historically, pupils have not achieved as well as they should have in national tests in key stage 2. Pupils in Year 4 are beginning to do better in the national multiplication tables check. Targeted support from the Department for Education is further securing pupils’ ability to recall important multiplication facts.

p.2

Achievement Expected standard

Year 6 pupils’ achievement in reading, writing and mathematics greatly improved in 2025. These pupils attained as well as other nationally. Correspondingly, disadvantaged pupils’ achievement has also seen an improvement over time. These standards are being maintained.

p.2

Curriculum and teaching Expected standard

Leaders have developed and strengthened the school’s curriculum. They have identified the important knowledge pupils need to learn over time in each subject. Leaders have a clear expectation with regard to how teachers should deliver lessons. Staff do this as expected for the most part. However, where some staff do not consistently apply the school’s approach, this impacts on pupils’ learning.

p.2

Curriculum and teaching Expected standard

Leaders ensure that there is a focus on pupils learning important foundations in English and mathematics. In mathematics, staff ensure pupils secure number knowledge. Staff focus on important phonic knowledge and the correct use of punctuation in writing. This enables staff to able to build on prior learning in key stage 2. That said, staff do not focus as closely as they could on developing pupils' handwriting or presentation skills.

p.2

Curriculum and teaching Expected standard

Leaders ensure that staff regularly check on how well pupils are learning in lessons, for example, through the use of ‘recap and recall’ time. This enables staff to identify any gaps in pupils' learning. However, staff are not as skilled at ensuring that pupils act on any feedback given in subsequent lessons. This can slow pupils learning over time.

p.2

Curriculum and teaching Expected standard

Typically, staff are adept at making adaptation for pupils with special educational needs and/or disabilities. For example, through the use of ‘widget’ pictures.

p.2

Early years Expected standard

The early years is a hive of activity. Leaders are committed to children making a positive early start to their education, hence, the recent introduction of provision for 2-year-olds. The early years curriculum is engaging, based on interesting themes as well as children’s interests. Children quickly settle into well-established routines. Staff ensure that they learn important self-care routines, such as how to brush their teeth.

p.2

Early years Expected standard

Staff ensure that children learn important language skills. For example, children learn about words from stories, such as ‘squawking’ and ‘picky’. Children then practise using these words in their role play. Staff develop children’s fine motor skills through threading beads and rolling dough. This prepares them to control pencils well in Reception. Children in Nursery learn songs and rhymes. When they are ready, they play with the sounds letters make. This enables children to be ready to learn phonics in Reception in order to read and write words. Carefully thought out learning experiences ensure that children learn well across the curriculum.

p.3

Early years Expected standard

Staff typically interact well with children during this time. They ensure that children who need additional help take part in ‘plug the gap’ activities so they catch up with their peers.

p.3

Inclusion Expected standard

Leaders identify vulnerable pupils’ needs quickly and accurately, often in the youngest children. There are also suitable systems to identify any needs that develop during the school year. For example, staff raise ‘cause for concern’ if they feel that a pupil may have special educational needs and/or disabilities (SEND). Extra support is then provided for pupil, which is carefully monitored by leaders. Leaders use well-considered systems to make sure that support provided addresses pupils' needs. For example, interventions for pupils with SEND are checked and skilfully adapted to ensure pupils make progress. Leader use ‘The Hive’ room so pupils with very specific needs have these met well.

p.3

Inclusion Expected standard

Disadvantaged pupils are typically well supported. Leaders are acutely aware of the barriers they face in life and learning. This enables leaders to provide support to overcome these barriers. Overall, leaders monitor and adapt the support provided well.

p.3

Inclusion Expected standard

The family liaison team make sure that pupils who are known (or previously known) to social care and their families receive effective tailored support throughout the year. This ensures that these pupils are well supported personally and socially, enabling them to learn. There is productive liaison with the virtual school, for example, through providing training for staff on adverse childhood experiences.

p.3

Leadership and governance Expected standard

Leaders in the trust have supported the school well through a time of recent instability. They have ensured that the school continues to work towards its improvement priorities. However, this has been hampered by improvement planning not being as focused on the school’s priorities as it could be. It lacks sharpness and clarity. Therefore, the school has not made as much progress as it could in some aspects of its work, such as improving attendance.

p.3

Leadership and governance Expected standard

Trustees have recently taken responsibility for the overall strategic running of the school. They have the skill set, knowledge and ambition to drive the school to improve further. They ensure that leaders engage with the support provided by the trust and external partners. This has had a real impact in developing curriculum and teaching and pupil achievement. Staff receive professional learning, which ensures that they both fulfil their roles effectively as well as enabling them to meet school improvement priorities. This learning is evidence informed, for example training on supporting pupils with special educational needs and/or disabilities. In addition, targeted support brokered by the Department for Education has been particularly effective.

p.3

Leadership and governance Expected standard

Staff comment on a supportive and collaborative culture in school. There is a shared commitment in striving for the best for pupils. Staff feel that leaders are considerate of their workload. They feel that leaders listen and respond to their views.

p.4

Leadership and governance Expected standard

Leaders engage well with parents. The family support team are always available to support parents with any problems they may have.

p.4

Personal development and wellbeing Expected standard

Leaders have thought carefully about how they promote pupils’ personal development. Leaders carefully consider the context of the school and the community. For example, they have tailored the personal, social, health and economics (PHSE) programme so that it takes in to account some significant social and crime issues in the area.

p.4

Personal development and wellbeing Expected standard

Overall, pupils develop a secure knowledge of the school’s PHSE and relationships, sex and health education programmes. They talk about a wide range of themes, for example online safety, the features of healthy and unhealthy relationships and the changes that take place to themselves as part of growing up. Pupils are tolerant and respectful of each other. They can explain why this is important and how it influences the way that they behave. Pupils talk about different faiths, cultures and relationships. They say, ‘we can learn from each others’ differences’.

p.4

Personal development and wellbeing Expected standard

Leaders ensure that pupils can access a range clubs, which enables them to develop their talents and interests. These include board games, sign language and table cricket. Leaders ensure equal opportunity for all and make sure that disadvantaged pupils and those with special educational needs and/or disabilities are fully included.

p.4

Personal development and wellbeing Expected standard

Supporting pupils’ mental health is also an important part of the work of the school. Pupils learn to understand and manage their feelings. The family support team meets pupils’ pastoral needs well. Specific work with pupils develops their self-esteem and confidence. They learn to cope with bereavement and anxiety well.

p.4

Personal development and wellbeing Expected standard

Leaders provide a range of opportunities for pupils to develop their skills as leaders. These include school council representatives, ‘road stars’ road safety ambassadors and running the school’s approach to rewarding pupils. Pupils articulate why these roles are important, how these responsibilities help them to develop personal skills and help to prepare them for the next stage of their education and future career.

p.4

Attendance and behaviour Needs attention

Leaders have not addressed issues with regard to pupil attendance as quickly as they should have. Not enough pupils attend school as often as they should and the number has been increasing. Leaders, with targeted support from the Department for Education, are now taking appropriate steps to improve attendance. Early signs of improvement are evident and attendance is starting to stabilise. However, there are not yet improvements to overall figures. This is due, in part, to pupil mobility. The attendance of pupils, who have been at school longer, is improving over time due to the support that leaders have begun to provide.

p.5

Attendance and behaviour Needs attention

Behaviour across school is consistently positive. Pupils treat each other with care and consideration. They say, ‘treat others as you expect to be treated’. Pupils typically develop positive attitudes to learning and school. They enjoy earning ‘Busill Bees’ as a reward for these attitudes, spending these in the school shop. They focus and concentrate well in lessons. Pupils understand what bullying and discriminatory behaviour is. Leaders deal with these types of behaviours swiftly and effectively so they do not reoccur. Pupils who struggle with their social, emotional and mental health are well supported thorough specific plans, support and approaches.

p.5

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

There are high expectations of pupils to ‘be positive, be respectful and be your best'. This vision is being lived out throughout the school. Pupils enjoy learning a wide range of subjects. Their achievement in English and mathematics is improving. This prepares them well for their next stages of education. Staff get to know pupils and families well. This reduces barriers to learning. Leaders make sure that staff provide effective support for families. This is crucial in order for pupils to thrive. However, the most significant barrier to learning is that some pupils do not attend regularly enough. While leaders have suitable strategies in place to improve these pupils’ attendance they are yet to bear fruit.

p.5

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

There is a calm and orderly atmosphere across the school. Pupils’ relationships with adults are positive and friendly. Pupils settle quickly due to established routines at the start of each day. This enables them to focus in lessons as well as follow leaders’ expectations of behaviour when moving around school and at social times. Pupils know that they have trusted adults to turn to if they have a problem. Skilled staff make sure that pupils understand potential risks in the local area and how to deal with these. They provide suitable support for families so that pupils remain safe in school and at home.

p.5

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

Leaders are ambitious for pupils to have high aspirations for later life. For example, links with a university and local businesses helps pupils to understand the opportunities available to them when they are older. Older pupils develop their understanding of running a business through carrying out roles in the ‘honey pot shop’, where they can be cashiers, managers and bankers.

p.5

Lead inspector:

Barry Yeardsley, His Majesty's Inspector

p.6

Team inspectors:

Christian Hamilton, Ofsted Inspector Razia Ali, Ofsted Inspector

p.6

Next steps

Leaders should ensure that the school’s attendance strategy is having an impact, improving attendance of pupils who are persistently absent. Leaders should ensure that school improvement planning is focused on the school’s priorities so these can be achieved more rapidly. Leaders should further support staff so they deliver the school’s curriculum consistently as intended. Leaders should support staff to ensure that the feedback given to pupils in lessons is followed up in subsequent learning so pupils build their knowledge well. Leaders should ensure that staff focus on developing pupils’ accurate letter formation and clear presentation in their writing.

p.6

About this inspection

This school is part of Shine Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Gemma Draycott, and overseen by a board of trustees, chaired by Gary Gentle.

p.6

About this inspection

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

p.6

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.

p.6

About this inspection

Inspection activities: Inspectors spoke with school leaders, including the interim headteacher, assistant headteachers and other leaders during the inspection. The lead inspector spoke with trustees, including the chair of the trust. He also held meetings with the CEO of the trust.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

About this inspection

The school currently uses no alternative provision.

p.6

About this inspection

Trust Director of Primary (Interim Headteacher): Marie Price

p.6

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.

p.7

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.

p.7

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.

p.7

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%

p.7

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.

p.8

What does this mean?

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

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

average

2024/25 (revised) 59% 62% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.9

average

2024/25 (revised) 70% 72% Close to average

p.9

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

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.

p.10

mathematics

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

p.10

average

2023/24 (final) 33% 46% Close to average

p.10

Disadvantaged pupils reaching the expected standard in reading

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

p.10

average

2024/25 (revised) 64% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

2024/25 (revised) 64% 59% Close to average

p.11

average

2023/24 (final) 48% 58% Close to average

p.11

average

2022/23 (final) 50% 58% Close to average

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.11

average

2024/25 (revised) 64% 61% Close to average

p.11

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.

p.12

mathematics

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

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.12

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.

p.12

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.13

Persistent absence

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

p.14

national average

2022/23 (3 term) 19.6% 16.2% Close to average

p.14

Exceptional

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

p.14

Strong standard

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

p.14

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.

p.14

Needs attention

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

p.14

Urgent improvement

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

p.14

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.

p.14

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.14

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15