Christ Church CofE Primary School

Christ Church CofE Primary School

Address: Church Road, Coseley, Bilston, West Midlands, WV14 8YB Unique reference number (URN): 148865

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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 Expected standard

Pupils' needs are identified quickly and accurately. This includes pupils who are disadvantaged, have special educational needs and/or disabilities (SEND), or are known to children’s social care. Staff work closely with parents and carers, and external professionals so that the right support is provided at the right time. Generally, these steps help reduce barriers to learning and wellbeing, so pupils can fully participate in school life. Leaders check that this support is in place. They review pupils’ progress and make changes accordingly.

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Inclusion Expected standard

Leaders use pupil premium funding to support disadvantaged pupils effectively. Leaders check that it makes a positive difference to pupils. Pupils are given equal opportunities to attend clubs and visits and access to music tuition. Leaders ensure that staff have the knowledge to support pupils with SEND. Leaders are now closely monitoring the effectiveness of this professional learning. Leaders work closely with key professionals to provide extra help to pupils known to social care. This support improves pupils' attendance, confidence and access to wider opportunities.

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Inclusion Expected standard

Leaders consider pupils' best interests when using external provision. Leaders’ inclusive approach means pupils feel safe, valued and part of the school community. As a result, pupils settle quickly and feel a genuine sense of belonging.

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Personal development and wellbeing Expected standard

Leaders have created a clear and well ‑ designed personal development programme. It goes beyond the taught curriculum and supports pupils’ understanding of important knowledge about living in their community. Pupils reflect on their own beliefs and respect the views of others. They learn right from wrong. They think carefully about ethical issues. Pupils build social skills through working with others and taking part in school activities. They learn how to cooperate, listen to others and solve small disagreements. Pupils also learn about different cultures, heritage and democracy. They take part in creative and cultural experiences, including music and the arts.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well structured and age ‑ appropriate. Relationships and health education teaches pupils about puberty and healthy relationships. Pupils learn about risks online and offline. They know when, and how, to ask for help. Pastoral support is effective. Pupils trust staff and know how to access support.

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Personal development and wellbeing Expected standard

Leadership roles are established. For example, pupils serve as anti ‑ bullying ambassadors or digital leaders. These roles help pupils understand responsibility and active citizenship. Music is prioritised. Pupils take part in a wide range of musical activities these help build pupils' confidence. Funding for disadvantaged pupils widens access to clubs, sport, arts and residentials.

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Personal development and wellbeing Expected standard

Leaders track participation carefully. They remove barriers so all groups of pupils can access the full programme. This includes suitable adaptations for disadvantaged pupils and pupils with special educational needs and/or disabilities.

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Needs attention

Pupils develop confidence, resilience and respect for others. They learn how to stay safe, healthy and how to contribute positively to their community.

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Achievement Needs attention

Some pupils, at the end of key stage 2, do not achieve well enough in reading, writing and mathematics. This is particularly the case for disadvantaged pupils and pupils with special educational needs and/or disabilities. This is reflected in published outcomes. However, outcomes at the end of year 6, were closer to the national average last year, demonstrating improvement.

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Achievement Needs attention

Too many pupils, at the end of year 1, do not pass the phonics screening check, meaning they are not well prepared for the next stage of their education. However, gaps in pupils' reading fluency are typically closing by the end of year 2. This is due to the effective targeted support that is put in place for these pupils.

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Achievement Needs attention

Leaders have identified the correct priorities and are starting to implement the necessary changes. Early signs of the impact of leaders’ actions are starting to show.

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Attendance and behaviour Needs attention

Pupils' overall attendance is broadly in line with national figures. However, persistent absence remains high, including for some pupils who are disadvantaged and pupils with special educational needs and/or disabilities (SEND). Leaders rightly recognise this as a priority and are committed to reducing absence so that pupils can benefit fully from learning. This includes working closely with families and external agencies. Clearer systems and processes have recently been implemented and shared widely with parents and the whole school community. Leaders monitor whole school attendance closely, track data and take timely action when needed. However, leaders have not ensured that the absence of different pupil groups is monitored rigorously enough. The school promotes the importance of attendance well, for example, through newsletters and awards.

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Attendance and behaviour Needs attention

Typically, school is calm and orderly. Pupils generally behave well and are mostly engaged in their learning. However, some low-level behaviour in class is not always addressed by staff members. Most staff model the expected behaviours and apply the behaviour policy with increasing levels of consistency. Generally, relationships between pupils and staff are warm and respectful. Leaders set high expectations for behaviour and praise pupils for modelling the school values. These positive behaviours are reinforced well through the curriculum and during collective worship. Where pupils need extra help, staff adapt approaches appropriately, including for pupils with SEND.

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Curriculum and teaching Needs attention

The teaching of some subjects is inconsistent. Leaders have not effectively considered the order that pupils learn key knowledge. This means teaching does not build knowledge progressively over time. Teaching does not help pupils learn key knowledge effectively in reading, writing and mathematics. Teachers do not always check with enough precision what pupils have learned. Gaps in knowledge or misconceptions are not routinely addressed. At times, the adaptations for pupils with special educational needs and/or disabilities, disadvantaged pupils and those known to social care are not matched well to individual needs.

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Curriculum and teaching Needs attention

The curriculum is broad and reflects the school’s priorities. The design of some subjects, such as personal, social and health education and music are more established. As a result, pupils gain the required knowledge and skills over time in these subjects. Phonics is taught with increasing consistency and leaders now closely monitor the impact of the delivery. Leaders have started to strengthen the curriculum and how it is taught.

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Curriculum and teaching Needs attention

Leaders have an accurate view of provision. They act on their findings and take action to improve. Leaders provide training to strengthen staff’s subject-specific knowledge and are implementing key changes to improve how effectively the curriculum is taught.

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Early years Needs attention

Aspects of the early years provision do not consistently prepare children well for key stage 1. Some activities do not align closely with the intended learning. As a result, children do not make as much progress as quickly as they could from their individual starting points. The quality of staff interactions with children are improving but they are not consistent. At times, some staff do not model language clearly or extend children’s thinking. There is a clear focus on early reading and writing. However, children do not always have enough time to practise and refine these skills which limits their progress. Phonics teaching in Reception is not consistent enough. This means that some children do not develop the reading skills they need quickly enough. This hinders their progress through other aspects of the curriculum. Leaders have identified where practice needs to improve and are acting on these priorities.

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Early years Needs attention

Staff establish clear routines and create a calm, predictable environment. This helps children settle well. In nursery, children feel safe, build positive friendships and receive caring support. Staff support children well and help them manage their emotions effectively. Leaders value partnerships with parents and carers. Staff gather useful information when children start school, which supports disadvantaged children and children with special educational needs and/or disabilities well. Leaders work effectively with key professionals so that children with emerging needs receive support that typically reduces barriers to learning.

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Leadership and governance Needs attention

Leaders have not taken timely action to secure change. The impact of their work has not improved pupils’ daily experience of school. However, leaders are now committed to driving forward improvements in school. They are reflective and have the best interests of children when making decisions. They know their community well and understand the challenges pupils face. Leaders have identified appropriate priorities, including for early years, phonics and curriculum design.

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Leadership and governance Needs attention

Leaders have put in place a programme of professional learning for staff. This is comprehensive and rightly links to school development priorities. However, the monitoring and impact of professional learning is in its infancy. Leaders need time to embed these changes to show impact over time.

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Leadership and governance Needs attention

Governors and trustees are supportive and visible. They meet their statutory duties and ask appropriate questions about safeguarding, data and pupils’ experiences. However, they do not have a clear enough understanding of how well pupils are learning or the effectiveness of leaders’ actions to improve some aspects of the school. At times, this limits the level of challenge they provide and how well they hold leaders to account. Leaders and governors recognise this and are taking steps to strengthen the effectiveness of their oversight.

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Leadership and governance Needs attention

Staff value the support leaders provide and appreciate that leaders listen to them and are open to staff feedback. Leaders are considerate of staff wellbeing and workload.

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

The school’s vision, ‘Aspiring Together Through Love’, shapes daily life at Christ Church C of E Primary School. Staff greet pupils warmly each morning. Pupils feel valued and are proud to belong to the school community. However, too many pupils still do not attend regularly enough. When pupils are in school, they enjoy learning and playing alongside their friends.

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

Some pupils are not well prepared for their next stage of education. Leaders have identified weaknesses in the curriculum; however, leaders have not acted quickly enough to address these weaknesses, which has slowed the pace of improvement. Leaders are now taking clearer action to strengthen the design and implementation of some subjects.

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

Music is a strength of the school. Pupils take part in a wide range of music tuition, including violin, flute and brass. Pupils develop responsibility through a variety of leadership roles and are proud to talk about how they make a positive difference to the life of the school. Pupils experience residentials and a broad range of trips and visits. As a result, pupils gain independence, confidence and learn important life skills.

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

Pupils understand how their actions affect others. Adults respond swiftly to concerns. As a result, bullying is rare.

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

Most staff have high expectations for behaviour. Most pupils meet these expectations. Pupils needing extra help typically receive the right support at the right time. This means pupils can access learning with confidence and any barriers are generally reduced. Pupils usually engage well in lessons, support one another and talk confidently about aspects of their learning, particularly in relation to personal, social and health education, history and music. Pupils feel safe in the warm and welcoming environment. Pupils trust staff and know who to approach for help and support.

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

Pupils are well prepared for life in modern Britain.

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Next steps

Leaders should ensure that staff have the expertise to implement the curriculum consistently across all subjects and all phases. Leaders should ensure that the curriculum is well sequenced so that teachers are clear about what to teach and when, enabling pupils to progress through the curriculum as intended. Leaders should sharpen their focus on pupils not attending regularly enough to ensure that more pupils benefit from the whole school offer. Leaders should continue to address priority actions so approaches embed securely and demonstrate impact over time.

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About this inspection

This school is part of Elements Diocesan Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the interim chief executive officer, Mrs Vicki Shelley, and overseen by a board of trustees, chaired by Mr David Reeson.

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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 updated 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 the headteacher, interim chief executive officer, school improvement adviser for the trust, middle leaders, special educational needs coordinator, assistant inclusion lead, pastoral and wellbeing lead, school business manager, deputy designated safeguarding lead, chair of governors, local school board governors, chair of trustees, diocesan director for education, staff, parents and pupils during the inspection.

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About this inspection

This school is registered as having a Christian religious character. The most recent Section 48 inspection was 7 February 2019.

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About this inspection

The school makes use of 1 registered alternative provision.

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About this inspection

The school runs nursery provision for nursery 3- and 4-year olds.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Jane Edgerton, Ofsted Inspector Anna Vrahimi, His Majesty's Inspector Janice Wood, 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.

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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

2024/25 (revised) 62% 62% 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

2024/25 (revised) 81% 75% 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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average

2024/25 (revised) 70% 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) 74% 74% 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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national average

2023/24 (final) 38% 46% 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

2023/24 (final) 54% 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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average

2023/24 (final) 54% 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

2023/24 (final) 58% 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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national average

2024/25 (2 term) 5.3% 5.2% Close to average

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national average

2023/24 (3 term) 5.8% 5.5% Close to average

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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) 12.1% 13.3% Close to average

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national average

2023/24 (3 term) 13.0% 14.6% 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.

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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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