Firs Primary School

Firs Primary School

Address: Dreghorn Road, Castle Bromwich, Firs Primary School, Birmingham, West Midlands, B36 8LL Unique reference number (URN): 143089

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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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Personal development and wellbeing Expected standard

Leaders have developed a personal development programme that helps pupils to grow as considerate, confident people. Pupils enjoy clubs and trips and talk with pride about representing the school. They relish the opportunity to democratically vote for the pupils who will represent them on the school council. They recognise democracy as being a fundamental part of what we hold dear in Great Britain. The school council gathers pupils’ views and influences decisions, including when they recently purchased new playground equipment. Pupils understand British values and human rights and apply them to everyday life. They speak warmly about welcoming people from different countries, families and socioeconomic backgrounds.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum supports pupils to stay healthy and safe. This includes both online and in the community. Pupils can explain how to seek help if they are worried. Many describe how they manage emotions and resolve conflict. Pupils say that the school feels safe and that staff listen to them. Pupils learn about different families and different types of relationships in an age-appropriate way and can talk with sensitivity and maturity about their learning.

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Personal development and wellbeing Expected standard

Pupils are beginning to show an appreciation and an understanding of different cultures. They recognise that kindness and respect matter. Recent trips to a range of different places of worship help pupils to accept and appreciate people with different ways of life. Trips and activities that support learning across the curriculum can be enjoyed by all pupils. There are no barriers that prevent any pupil from being involved if they want to.

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Personal development and wellbeing Expected standard

Pupils have the opportunity to make a difference in the local community and beyond by raising funds and supporting charities. This adds to the school's priority of helping to develop pupils who leave Firs as well-rounded young people, able to make a positive contribution to the world in which they live.

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Achievement Needs attention

Attainment over time remains below where it needs to be, including in national tests at the end of key stage 2. This means too many pupils leave Firs Primary without the skills and knowledge they need for the next stage of education. Gaps in foundational skills for pupils at the earlier stages of learning to write are not addressed with the urgency needed. Misconceptions are not addressed reliably and knowledge is not always secured before teachers move on. This is reflected in the work that some pupils produce.

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Achievement Needs attention

There is a more positive picture of pupils' achievements in mathematics. Pupils' work shows the clear progress they are making. Outcomes in the multiplication tables check in Year 4 are a clear strength and phonics screening check results in Year 1 have also improved. Leaders have raised expectations, and last year’s gains in securing these foundations are promising. However, leaders' actions are at too early a stage to demonstrate sustained improvement over time.

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Attendance and behaviour Needs attention

Attendance has improved and is now closer to national rates. Persistent absence and suspensions have reduced markedly, reflecting leaders’ effective work to improve the school’s culture. However, these improvements are not yet secure; a number of pupils are routinely late to school or persistently absent from school. Leaders’ systems to analyse attendance, punctuality and absence, while maturing, are not yet able to demonstrate full impact. The school has a dedicated team who work with families more closely and effectively. As a result, a number of pupils attend school more regularly. However, leaders do not yet ensure that all pupils who miss learning receive the support they need to close gaps.

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Attendance and behaviour Needs attention

Firs Primary is typically calm and respectful. Generally, pupils' learning is not disrupted as a result of poor behaviour. Pupils describe a positive shift in expectations of behaviour and recognise that learning in lessons is easier as a result. The number of suspensions has reduced impressively because of a renewed focus on high expectations. Staff apply these consistently. Bullying is not tolerated. On the rare occasions that it happens, staff respond to any concerns appropriately and proportionately. The visible culture shift means pupils feel safer around school and at social times.

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Curriculum and teaching Needs attention

There are inconsistencies in the quality of teaching. At times, teachers move learning on in lessons before they have checked if pupils are ready. When this occurs, pupils’ knowledge and understanding are not secure. Pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, have gaps in their learning. This includes in their early writing and reading skills that pupils need to secure for future success.

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Curriculum and teaching Needs attention

Occasionally, when teachers give feedback intended to help pupils improve, it does not focus precisely enough on how pupils can make their work better. Where teaching is more effective, staff encourage pupils to think hard, practise securely and explain their ideas. Pupils are given regular opportunities to reflect on and discuss their learning.

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Curriculum and teaching Needs attention

The school's focus on supporting pupils with their language development is secure in some parts of the school. This is something that leaders are currently building upon. Leaders have ensured that the curriculum typically identifies what pupils should learn and when they should learn it in each subject. Teachers are clear on what pupils are expected to know and understand because leaders have identified expectations clearly.

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Early years Needs attention

The ways children are supported to develop their language and communication are not as effective as they need to be. Staff do not interact with children as regularly and as purposefully as they could. Vocabulary teaching is not as explicit as it could be. Children have too few chances to hear new words, understand them and use them in meaningful play. The key vocabulary has not been precisely considered to ensure that it is both modelled and then introduced thoughtfully and woven through activities so it is used in context by the children. Occasionally, activities planned for children lack a clear purpose or explanation, so some children are unsure what they are doing or why. When this happens, children do not learn as deeply as they should. As a result of these inconsistencies, children are not as prepared as they could be for Year 1.

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Early years Needs attention

However, there are secure foundations to build on. Phonics is generally taught well. Staff ensure children develop appropriate pencil grip and early letter and number formation. Staff recognise when mistakes need to be addressed. Children show independence with coats, toileting and handwashing and follow simple rules and routines well. The environment is calm, and children behave kindly to each other. Staff work effectively with parents and carers to ensure children are fully supported.

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Inclusion Needs attention

Staff do not consistently identify changing needs or adapt teaching swiftly enough for pupils with special educational needs and/or disabilities (SEND). Teaching does not check effectively what pupils know and understand, or the impact of the support pupils receive in the classroom. Too often, pupils with SEND struggle to access learning activities, despite the support that is in place. The support for some pupils with SEND is not as effective as it could be.

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Inclusion Needs attention

Pupils receive targeted support in the Nest. While some staff use communication boards effectively to support pupils, checks on how well pupils are learning are too infrequent. This means the support pupils receive is not adjusted quickly enough. Occasionally, the activities pupils are set do not have a clear learning focus.

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Inclusion Needs attention

The targets that pupils are set lack precision, and updates on their progress are not captured as rigorously as they could be. The progress of pupils who follow personalised timetables, for example, is not checked frequently enough.

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Inclusion Needs attention

Leaders have increased the number of staff who support pupils with SEND through interventions. Staff are developing their expertise. Leaders place a strong emphasis on pupils' wellbeing. This vital aspect of their work is beginning to have a positive impact on pupils. Leaders use additional funding appropriately to support disadvantaged pupils.

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Leadership and governance Needs attention

Leaders have reset the school’s culture and expectations. Pupils, parents and staff recognise the difference this has made. Leaders have an accurate understanding of the school's priorities for improvement and are rigorously addressing these. The changes leaders have made are promising. However, further time to lead to sustained improvements is needed, for example in pupils’ achievement and attendance.

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Leadership and governance Needs attention

Currently, leaders do not have a precise-enough oversight of all pupils’ needs and vulnerabilities, including pupils with special educational needs and/or disabilities. As a result, their oversight and actions are not timely enough or targeted precisely enough.

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Leadership and governance Needs attention

While the culture for safeguarding is positive in the school, and the standards for safeguarding are securely met, there is some slight variation in how incidents are followed up. Leaders recognise this and are fully committed to developing this aspect of their work further.

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Leadership and governance Needs attention

The trust is a reassuring and credible layer of support. Trustees target resources and investment to ensure that the school continues on a trajectory of improvement.

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Leadership and governance Needs attention

Pupils, parents and staff describe a calm climate, high behaviour expectations and care for staff's workload and wellbeing.

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

Pupils report that Firs Primary School feels calm and safe. Lessons are purposeful. However, too many pupils, particularly those with special educational needs and/or disabilities, do not consistently receive timely, well-matched support in lessons. This limits how well they learn and remember the curriculum.

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

Pupils welcome the improvement in behaviour and describe the positive difference it has made to their day-to-day experience at school. Attendance has risen from a low starting point. Even so, persistent absence remains too high, and too many pupils arrive late. This undermines learning and interrupts important routines at the start of the day. While many pupils now attend more regularly, leaders’ high expectations are not consistently realised for a greater proportion of pupils.

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

New leaders have prioritised strong relationships. Pupils value this and respond well to staff as positive role models. They form respectful, considerate relationships with their peers. The school provides a broad range of opportunities beyond the classroom, such as trips, visits and junior leadership roles. These are accessible to all pupils. These experiences enrich the taught curriculum, bring learning to life and help pupils see that their voice matters in the school’s improvement journey.

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

Pupils move around the building sensibly, and social times are typically calm. Pupils say that bullying is rare, and they are confident that staff address concerns when they arise. Most pupils can explain how to keep themselves safe and healthy. Older pupils speak maturely about respect and inclusion, leaving them better prepared for life in modern Britain.

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Next steps

Leaders should improve how effectively they identify the precise needs of pupils with special educational needs and/or disabilities so the support they receive is impactful, timely and ensures pupils' needs are consistently met. Leaders should strengthen assessment so that teaching identifies pupils' starting points and addresses gaps in pupils' knowledge effectively so that pupils catch up, improve their work and achieve well.

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Team inspectors:

Anne Bennett, Ofsted Inspector Tess Sharman, His Majesty's 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. Leaders should ensure that staff in the early years use consistent, effective approaches to develop children's language, vocabulary and communication so they are better prepared for key stage 1. Leaders should ensure that systems to improve attendance are embedded effectively so that attendance and persistent absence improve.

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About this inspection

This school is part of Washwood Heath 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), Peter Weir, and overseen by a board of trustees, chaired by Graham Parker.

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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

Inspection activities: Inspectors spoke with the headteacher, senior leaders, the CEO of the trust and 4 trustees during the inspection.

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About this inspection

Inspectors confirmed the following information about the school: This school does not make use of any alternative provision.

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About this inspection

The school has undergone a significant change since the last inspection. The headteacher has been in post since January 2025. All senior leaders are also new to their role.

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About this inspection

Headteacher: Camron Mills This data is from 10 February 2026

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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.

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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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average

2024/25 (revised) 49% 47% Close to average

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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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national average

2024/25 (revised) 67% 63% Close to average

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national average

2022/23 (final) 50% 60% 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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average

2024/25 (revised) 53% 59% Close to average

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average

2023/24 (final) 61% 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

2024/25 (revised) 56% 61% Close to average

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average

2023/24 (final) 50% 59% Close to average

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average

2022/23 (final) 68% 59% Close to average

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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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