Sowe Valley Primary School

Sowe Valley Primary School

Address: Princethorpe Way, Coventry, West Midlands, CV3 2QX Unique reference number (URN): 103671

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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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Inclusion Strong standard

This is a highly inclusive school, where pupils are welcomed warmly and have a well- developed sense of belonging. Leaders create a nurturing environment, where pupils feel valued and supported. Leaders maintain a highly effective culture of inclusion, holding ambitious expectations for every pupil, including those who face barriers to learning.

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Inclusion Strong standard

Staff receive high-quality training that enables them to identify pupils’ needs swiftly and accurately. They know pupils well and adapt learning with precision. This means that pupils are skilfully enabled to access the same curriculum as their peers and what the school has to offer. Staff work closely with families and external agencies to gain a detailed understanding each pupil’s needs. This includes pupils with special educational needs and/or disabilities, those who are disadvantaged and those requiring additional wellbeing support. External advice is implemented with high levels of consistency. Staff have a depth of knowledge and expertise to help meet pupils’ needs. Leaders track the progress of these pupils meticulously, introducing appropriate strategies at the right time. As a result, pupils flourish. Leaders use additional funding, such as the pupil premium grant, to provide excellent support for disadvantaged pupils where needed.

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Achievement Expected standard

In the past, there has been some historical underachievement for some pupils in some subjects. Leaders have identified and addressed this. By the end of Year 2, most pupils acquire the essential knowledge they need. Most pupils achieve well in reading, writing and mathematics by the end of Year 6. As a result, pupils are generally well prepared for their next stage of education in these subjects. However, too few pupils consistently achieve high standards in reading compared with national outcomes. Those who do not are supported to catch up by the end of Year 6.

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Achievement Expected standard

Pupils progress successfully through the planned curriculum. They build secure knowledge across subjects. Disadvantaged pupils, pupils with special educational needs and/or disabilities and those known or previously known to social care make swift progress from their individual starting points.

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Achievement Expected standard

Most children in the early years achieve well by the end of the Reception Year. The school prioritises securing foundations in handwriting, phonics, writing and mathematics. Most children develop these skills quickly.

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Attendance and behaviour Expected standard

Leaders ensure pupils and families understand the importance of regular attendance. They work proactively to ensure that most pupils secure positive levels of attendance at school. Leaders precisely identify barriers that could lead to absences. They successfully remove barriers to attendance. When concerns arise, leaders act swiftly and provide appropriate support for families. As a result, attendance and punctuality have improved rapidly for most pupils.

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Attendance and behaviour Expected standard

Pupils benefit from a calm and orderly school environment. They are able to focus on their learning in lessons. Staff demonstrate high expectations for behaviour and act as positive role models. Behaviour policies are applied consistently. Pupils are polite, respectful and attentive. Unkind behaviour is rare and dealt with quickly. Bullying is also rare. When it occurs, it is dealt with swiftly and comprehensively. Breaktimes are a happy and calm time of the school day, where pupils take part in sports and games with their friends.

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Attendance and behaviour Expected standard

Leaders provide support for pupils who need additional help to manage their emotions. This helps most pupils to maintain positive attitudes towards their learning and towards others.

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Curriculum and teaching Expected standard

The curriculum is thoughtfully designed across all subjects and closely reflects the ambition of the national curriculum. Key knowledge builds securely over time in each subject and for each year group. Leaders have a secure understanding around the consistency of teaching across the school.

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Curriculum and teaching Expected standard

Teaching is generally effective. Leaders prioritise staff development that ensures they have the knowledge they need to deliver the curriculum. Staff introduce new learning well and typically design learning activities that help pupils build on what they already know. Most pupils secure essential knowledge in reading, writing and mathematics. For example, the focus on developing pupils' knowledge of spelling and grammar has a positive impact on the quality of writing. Phonics is prioritised and taught successfully from the point pupils join the school. That said, in some subjects, misconceptions are identified but not always fully addressed. As a result, some gaps in pupils’ knowledge remain.

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Curriculum and teaching Expected standard

Where needed, leaders and staff consistently provide highly effective adjustments to learning activities for disadvantaged pupils and pupils with special educational needs and/or disabilities. This enables pupils to successfully overcome barriers to learning and fully engage with the same curriculum as their peers.

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Early years Expected standard

Staff understand leaders' expectations and vision for the early years. The curriculum reflects recent research and an understanding of children's needs upon entry to the school. Leaders closely monitor progress through the curriculum and have a clear view of curriculum quality.

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Early years Expected standard

The statutory requirements of the early years are met, including welfare requirements. Parents and carers are encouraged to work in close partnership with the school. Staff have the right expertise to develop children’s vocabulary effectively. Staff put this training into action and support children's vocabulary development well.

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Early years Expected standard

Children in the early years settle quickly into the school day. Routines are well established. Children are well cared for and nurtured. Each day, children focus on activities that develop secure foundations in communication and language, phonics knowledge and letter formation. They engage sensibly and with growing independence in activities that support their gross and fine motor development, letter formation and number formation. Children particularly enjoy reading books, making music and creating art work. Adjustments to the curriculum successfully support children who need these. Children's independence is developed successfully. Most children secure essential knowledge effectively and achieve well. As a result, most children are ready for Year 1.

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Leadership and governance Expected standard

Leaders promote an ambitious vision focused on achieving the best outcomes for all pupils. Their decisions are firmly rooted in what is best for every pupil, with specific consideration for the achievement of disadvantaged pupils and those with special educational needs and/or disabilities. The curriculum and inclusive practices reflect high aspirations.

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Leadership and governance Expected standard

Leaders ensure that staff are well equipped to promote pupils' positive behaviour. Their thoughtful analysis of the school’s performance enables them to pinpoint strengths and identify priorities for further improvement with precision. For example, leaders have acted swiftly to further secure the consistent teaching of spelling and grammar. A culture of staff professional learning is secure. This is closely aligned to the improvement priorities that leaders have set out.

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Leadership and governance Expected standard

Governors ensure that the school’s ambitious vision is clearly communicated and understood by staff, parents, carers and pupils. Governors have a secure knowledge of their roles and responsibilities. They also recognise the school’s specific context, including challenges related to early years school readiness and regular attendance. Leaders and governors place a high priority on managing staff workload and wellbeing, considering these carefully when making decisions. As a result, staff feel highly valued and supported.

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Personal development and wellbeing Expected standard

The personal development programme is well planned and sequenced to build pupils' knowledge progressively. It reflects the school's context and addresses specific needs and challenges. For example, where needed, the personal development programme is adapted for the individual needs of pupils. This includes pupils with special educational needs and/or disabilities and those known or previously known to social care.

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Personal development and wellbeing Expected standard

Pupils visit different places of worship and learn about life in modern Britain. They learn about healthy relationships. Pupils understand what fundamental British values are and enact these well. Enrichment activities are inclusive and planned into the curriculum. These include visits to a farm to learn about animals, to a Roman fort as part of a history topic and to conduct a river study. Extra-curricular activities are very varied and take consideration of pupils’ talents and interests. These include competitive sports, such as rowing, choir, cheerleading, multi-sports, zorbing and fencing. Pupils have the opportunity to learn to play a musical instrument, such as the keyboard or recorder. Leaders monitor pupils’ participation in clubs and trips. They use this information, alongside pupils’ views, to review and refine what is offered. The emerging work to introduce pupils to the world of work is ambitious.

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Personal development and wellbeing Expected standard

Pupils are provided with opportunities to take on leadership roles and contribute to school life. For example, school councillors and eco-representatives help staff to improve the school environment.

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Personal development and wellbeing Expected standard

Pastoral care is carefully considered. Staff know pupils well; this positively influences pupils’ wellbeing. Leaders use a range of well-established systems to ensure that pupils receive timely and appropriate support. This effective pastoral provision helps pupils to feel a sense of belonging and supports them to thrive.

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

Pupils feel happy and secure in this inclusive school. They understand and live by the school values of 'belong, believe, become'. High expectations for pupils are clear throughout the school. Most pupils achieve well and are prepared suitably for the next stage of education. However, gaps in learning for some pupils are not always addressed as well as they could be. Children in the early years are happy and well supported. They take part in purposeful learning from the beginning of each day. Children are encouraged to use and practise new vocabulary regularly.

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

Any barriers to learning or challenges that pupils encounter are identified promptly. Pupils receive personalised pastoral care. This support is effective and promotes pupils’ wellbeing successfully. Pupils access a broad curriculum that is adapted to meet individual needs. Pupils with special educational needs and/or disabilities (SEND) develop a positive sense of belonging. Staff are highly skilled in supporting pupils with SEND.

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

Pupils learn to work cooperatively and show respect and acceptance towards others. They demonstrate commitment and enjoyment in their learning. The school environment remains calm throughout the day. Pupils are valued highly by all staff. Pupils trust staff to help keep them safe. They are taught how to look after themselves within the local community. Bullying incidents are rare and addressed swiftly if they do occur. Most pupils attend school regularly.

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

Pupils take part in a broad selection of enrichment and extra-curricular opportunities. These develop their interests and skills, as well as raising aspirations. They include experiences in sports, music and educational visits that enhance the curriculum.

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Next steps

Leaders should ensure that staff consistently use assessment information to address gaps in pupils’ knowledge. Leaders should ensure that their actions lead to consistently high rates of attendance.

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Team inspectors:

Amarjit Cheema, Ofsted Inspector Catherine Young, 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.

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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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About this inspection

The chair of the board of governors in this school is Michael Chappell.

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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 headteacher, deputy headteacher, assistant headteacher and other leaders. They also spoke with a representative of Coventry local authority, members of the governing body and a representative of a virtual school.

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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 currently uses no alternative provision.

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About this inspection

Headteacher: Emma White National average: 272

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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. National average: 15%

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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

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

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average

2022/23 (final) 59% 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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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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average

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

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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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average

2024/25 (revised) 69% 74% Close to average

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average

2023/24 (final) 77% 73% Close to average

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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

2023/24 (final) 43% 46% Close to average

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average

2022/23 (final) 36% 44% 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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average

2024/25 (revised) 63% 63% 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) 69% 59% Close to average

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average

2023/24 (final) 57% 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) 69% 61% Close to average

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average

2023/24 (final) 57% 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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national average

2024/25 (2 term) 16.1% 13.3% Close to average

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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. 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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