Schools & FE · Report card

Olive Hill Primary Academy

Inspected 14 Apr 2026 · published 2 Jun 2026 · URN 144301

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Summary

No overall grade in this frameworkSafeguarding met

Claire Medhurst (lead), Antony Bradshaw, Azizan Kabil, Claire Jones

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Strong standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Expected standard
Framework verified
Report card
Inspection datesingle source
14 Apr 2026
Inspectors verified
Antony Bradshaw, Azizan Kabil, Claire Jones, Claire Medhurst
Postcode verified
B62 8JZ
Name on report verified
Olive Hill Primary Academy
Safeguarding verified
Met
URN verified
144301

Page 1 of 15

Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionStrong
Leadership and governanceExpected
Personal development and wellbeingExpected

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+91Very positivemore positive than 91% of reports of this type

Reads more warmly than most reports of this type.

Praisevery wellpositiveeffectivelyenjoyeffectivehigh expectationsthrivefeel safe

Criticismconcernsseriously

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1529w+96
Leadership228w+59
Safeguarding51w−11
What needs to improve51w+64

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Leadership & governance30
“Pupils follow the school rules of 'Be ready, Be respectful, Be safe' and live up to the high expectations set by leaders.” p.5
Curriculum14
“There is an ambitious, broad and balanced curriculum in place.” p.3
Teaching & assessment9
“Leaders should refine their checks on teaching and learning to ensure that the most effective practice is identified, shared and embedded more consistently across the school.” p.6
Progress & outcomes9
“Pupils enjoy their learning and make good progress.” p.5
Maths7
“In mathematics, pupils develop secure number knowledge.” p.3
Behaviour7
“Behaviour in classrooms and around the school is excellent.” p.5
Personal development7
“Leaders have implemented a well-designed and coherent programme of personal development.” p.4
SEND & inclusion6
“Pupils with SEND, disadvantaged and vulnerable pupils are supported effectively to succeed.” p.5

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 15
Words of findings: 1,859; about usual (typical 1698)
Reading level: Hard; Flesch 46, typical 43
Average sentence: 13 words
Next steps: 2; typical 3
Hedged sentences: 2%; “some”, “not always”, “most”…

Where the words go

Findings 53%Leadership 8%Safeguarding 2%What needs to improve 2%About the inspection 35%

Full report text

Olive Hill Primary Academy

Address: Springfield Road, Halesowen, West Midlands, B62 8JZ Unique reference number (URN): 144301

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

Attendance and behaviour Strong standard

Leaders prioritise attendance and their work has had a sustained impact. Leaders analyse attendance information carefully to identify patterns and act quickly where pupils face barriers to regular attendance. Staff work closely with families and external agencies to provide timely support. As a result, overall attendance is above the national average and improving over time. Disadvantaged pupils attend well and benefit from leaders' targeted actions.

p.2

Attendance and behaviour Strong standard

Pupils behave very well, both in and out of lessons. Staff have high expectations, which pupils understand and respond well to. The behaviour policy is well embedded and applied fairly. Staff use positive approaches to help pupils manage their behaviour and make good choices. Clear routines and trusting relationships between staff and pupils contribute to a calm and orderly environment. Pupils feel safe and supported. Leaders adapt provision effectively for pupils who need additional help.

p.2

Attendance and behaviour Strong standard

Older pupils are positive role models. For example, they support children in the early years settle into school. Pupils are polite and welcoming. They work and play together well in an atmosphere of mutual respect. Bullying is not tolerated and pupils are confident that concerns are dealt with quickly and effectively.

p.2

Inclusion Strong standard

The school has a highly inclusive culture. Leaders make every effort to ensure all pupils achieve and thrive. Staff quickly get to know pupils when they start school. This enables them to accurately identify all pupils' needs and any barriers they may face, including those with special educational needs and/or disabilities (SEND).

p.2

Inclusion Strong standard

Effective staff training and regular checks on pupils' learning allow teachers to make careful adaptations to teaching and the learning environment. This means all pupils can access the full curriculum. Leaders carefully track pupils' progress and ensure they receive the right support. They work closely with external specialists when needed. As a result, pupils' barriers to learning and wellbeing are addressed swiftly.

p.2

Inclusion Strong standard

Funding for disadvantaged pupils is used effectively and has a positive impact on both their personal and academic outcomes. A wide range of strategies are in place for pupils, depending on their needs. Staff work in partnership with parents and carers to successfully overcome barriers and provide appropriate support.

p.2

Inclusion Strong standard

Children known (or previously known) to children's social care are supported very well. Leaders work effectively with external agencies, including the virtual school. This enables pupils to belong, flourish and learn.

p.2

Achievement Expected standard

Most pupils achieve well over time. Published outcomes at the end of key stage 2 over the last three years show that pupils perform close to, and sometimes above, the national average in reading, writing and mathematics. Pupils who are disadvantaged achieve well by the end of Year 6 when compared with disadvantaged pupils nationally.

p.3

Achievement Expected standard

Across the school, pupils build key knowledge and skills securely from their starting points. They know and remember more as they move through the curriculum. In mathematics, pupils develop secure number knowledge. They recall key number facts and multiplication tables fluently. This supports their confidence and accuracy when applying mathematics across the curriculum. Pupils who need additional help to learn to read receive effective support. This helps them to catch up and access their wider learning.

p.3

Achievement Expected standard

Pupils with special educational needs and/or disabilities (SEND) achieve well from their starting points. Staff support them well to become increasingly independent. Pupils are well prepared for their next stage of education and learning.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of teaching and the curriculum. They regularly visit lessons and work alongside staff to identify strengths and next steps. Leaders typically act quickly when they spot areas that need improvement. They use what they learn to make decisions that improve practice.

p.3

Curriculum and teaching Expected standard

There is an ambitious, broad and balanced curriculum in place. It is organised into 'learning experiences' across subjects and year groups. Leaders identify the key knowledge and vocabulary pupils must learn and sequence this into logical steps. Staff subject knowledge is secure because leaders provide effective training, modelling and support. As a result, teachers understand the curriculum and know how to deliver it well.

p.3

Curriculum and teaching Expected standard

Pupils learn to read using phonics. Leaders have identified foundational knowledge as a priority. They are already taking steps to strengthen oracy, handwriting and spelling across the curriculum. This is to make sure all pupils secure these important skills and become fluent, independent writers.

p.3

Curriculum and teaching Expected standard

Staff know pupils' needs very well. This allows them to adapt their teaching and put the right support in place for all pupils. Staff use modelling, scaffolds and make careful adaptations to ensure all pupils can access their learning. Leaders monitor these adaptations and make changes when needed.

p.3

Early years Expected standard

Children in the early years settle quickly, feel safe and enjoy learning. Leaders have clear priorities for the early years and ensure staff continue to develop their skills. This helps to improve the quality of learning experiences that children receive. The curriculum is planned to meet children's needs from the point they start school. A strong focus is placed on communication and language, helping children develop their speaking and listening skills. Children also take part in activities that strengthen their gross and fine motor skills, such as movement, play and mark-making. Staff help children to work and play together, manage their feelings and build positive relationships. This helps children to feel confident and ready to learn.

p.3

Early years Expected standard

Teaching supports children to become more independent and interested in learning. Adults encourage children to concentrate, explore and talk about their ideas. Children learn to read using their phonics knowledge in the Reception Year. In the Nursery, they enjoy songs, rhymes and role play, which supports their early language development and social skills.

p.4

Early years Expected standard

Children learn well in the early years. An increasing number of children are achieving a good level of development. Many are prepared well for the move into Year 1.

p.4

Leadership and governance Expected standard

Leaders work closely with the trust and know the school well. They understand what the school does effectively and where further improvement is needed. In addition, they use information about pupils' learning and experiences to set clear priorities. These priorities are focused on improving teaching and learning so that all pupils benefit from the strongest practice across the school.

p.4

Leadership and governance Expected standard

Those responsible for governance provide a suitable balance of support and challenge. Governors meet their statutory duties and have a clear understanding of the school's performance. They ask thoughtful questions and hold leaders to account while working constructively with them in pupils' best interests.

p.4

Leadership and governance Expected standard

Leaders take staff wellbeing seriously. Staff feel supported and value the consideration given to help manage their workload. Leaders ensure that staff have access to high-quality professional learning. Staff benefit from opportunities to work with colleagues across the trust. They visit other schools to learn from effective practice and also share their own expertise. This strengthens staff confidence and contributes to a settled and positive environment for pupils.

p.4

Leadership and governance Expected standard

Parents and carers hold the school in high regard. Many feel well informed and welcome opportunities to be involved in their children's education. Increasing numbers attend workshops and events that help them understand their children's learning and needs more deeply. Leaders also work positively with other professionals and the wider community to support pupils' wellbeing and learning.

p.4

Personal development and wellbeing Expected standard

Leaders have implemented a well-designed and coherent programme of personal development. It equips pupils with the knowledge and experiences they need to respect others, develop their social skills and appreciate cultural diversity. This helps pupils to be well prepared for life beyond school. They appreciate the wide range of opportunities on offer to them. The PSHE curriculum is coherent and embedded. It is thoughtfully adapted to meet pupils' needs and their local context. Pupils understand the difference between healthy and unhealthy friendships. They know how to manage risks to their wellbeing, both online and in the local community. They know how to stay physically and mentally healthy and understand the difference between right and wrong. High-quality texts help pupils to understand difference, kindness, persecution and moral responsibility. They have a secure understanding of British values.

p.4

Personal development and wellbeing Expected standard

Leaders ensure all pupils access a wide range of experiences. For example, pupils visit different places of worship, including a Buddhist temple and a mosque. Visitors provide regular enrichment experiences linked to the curriculum. A wide range of extra-curricular clubs are available, and pupils enjoy additional opportunities, such as learning how to care for their school pets. They value these opportunities and describe them as memorable. Pupils also benefit from leadership roles during their time in school, such as on the pupil leadership team. All pupils, particularly disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to children's social care, are able to participate.

p.5