Dickens Heath Community Primary School

Dickens Heath Community Primary School

Address: Three Acres Lane, Dickens Heath, Solihull, West Midlands, B90 1NA Unique reference number (URN): 133720

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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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Achievement Strong standard

Pupils achieve very well. Pupils achieve consistently highly in the phonics screening check in Year 1 as well as the Year 4 multiplication tables check. Similarly, pupils' achievement at the end of key stage 2 sits above national averages in reading, writing and mathematics. This includes disadvantaged pupils.

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Achievement Strong standard

Leaders ensure that effective teaching and caring inclusive practice mean that pupils achieve very well at Dickens Heath. Children in the younger years secure the foundations of early reading, writing and mathematics well.

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Achievement Strong standard

Pupils learn very well across key stages 1 and 2. Their work in books is of a high standard across all subjects. Pupils talk confidently about their learning, discussing topics such as the Romans or the Second World War. Pupils draw links across subjects, such as comparisons in technology over time.

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Achievement Strong standard

Pupils with special educational needs and/or disabilities also perform well. This is particularly the case in ‘The Willows’ specially resourced provision, where pupils progress extremely well from their starting points, both academically and in their social and emotional development.

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Attendance and behaviour Strong standard

Pupils love coming to school. Attendance is above the national average, and persistent absence is falling across year groups. Leaders analyse attendance information carefully. They spot changes in pupils’ attendance or punctuality quickly. Staff use this information to put well ‑ considered pastoral support in place. They build positive relationships with families and tackle barriers effectively. This includes support for disadvantaged pupils and those with special educational needs and/or disabilities. Leaders work closely with families to promote positive attendance. Staff follow up concerns promptly and sensitively. When needed, leaders seek advice from external agencies.

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Attendance and behaviour Strong standard

Pupils’ behaviour is very positive. Relationships between pupils and adults are warm and respectful. Behaviour across the school is calm and purposeful. Pupils are well mannered and routinely hold doors open for others. Staff use a range of strategies to help pupils manage their emotions successfully, so they are ready to learn. As a result, pupils listen carefully, pay attention and focus on their learning. They develop a secure sense of themselves as learners. Leaders act quickly to support pupils who need guidance, including those with special educational needs and/or disabilities. They put carefully considered plans in place swiftly. Pupils do not tolerate unkindness, bullying or discrimination. Bullying is very rare, and when it occurs, staff deal with it quickly and appropriately. All of this creates an environment that strongly supports pupils’ learning.

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Curriculum and teaching Strong standard

Leaders have designed a well-thought-through and progressive curriculum. It clearly maps out the end points for pupils of all ages and stages. Knowledgeable teachers explain learning clearly and use precise vocabulary. They carefully assess pupils' learning. As a result, any gaps in pupils' knowledge are quickly closed. Teachers provide regular opportunities for pupils to revisit previous content. These approaches help pupils recall and connect what they have learned before with what they are learning now.

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Curriculum and teaching Strong standard

Expert teachers help pupils to grasp the fundamentals of reading securely. Staff teach phonics with accuracy and clarity from the outset. Pupils secure their knowledge of letter sounds quickly, which helps them to read and write with confidence and fluency. Pupils gain the important foundations they need in mathematics and securely grasp early number.

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Curriculum and teaching Strong standard

Teachers provide timely support for pupils who need it. They expertly adapt lessons for pupils with special educational needs and/or disabilities, disadvantaged pupils and others facing barriers. Leaders ensure that carefully chosen adjustments help these pupils learn the same important content as their peers and experience success.

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Inclusion Strong standard

Inclusion lies at the heart of the school’s work. Leaders and staff know their pupils well and are ambitious for what they can achieve. The school’s ethos of ‘keep up rather than catch up’ is evident, with broad support and adaptations that enable pupils to access the curriculum successfully. Leaders carefully check the impact of their work on pupils’ achievement and wellbeing.

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Inclusion Strong standard

Staff build close and individual relationships with pupils, parents and carers from the start. They share information effectively and revise support promptly so that pupils continue to progress very well. This includes pupils in the specially resourced provision for pupils with special educational needs and/or disabilities, who are a valued part of the school community. These pupils thrive and make rapid progress.

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Inclusion Strong standard

Staff receive focused and effective training that equips them with suitable strategies, enabling them to support pupils confidently and achieve well. Where necessary, the school seeks support from external agencies. This specialist advice is used to design bespoke support for pupils who need it. Leaders work closely with families of pupils who may face barriers to learning. They provide the support needed so that, together, they meet the needs of each child successfully.

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Inclusion Strong standard

Leaders use additional funding, including the pupil premium, wisely to support pupils’ academic progress and wellbeing. Pupils with additional needs are included fully in school life and learn alongside their peers well. Leaders also ensure that all pupils access wider enrichment and learning opportunities.

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Leadership and governance Strong standard

Knowledgeable leaders at Dickens Heath have taken deliberate actions that have impacted well on the school. Along with governors, leaders have set out a clear vision for teaching and learning that is very well implemented. Leaders successfully prioritise positive relationships and inclusive practice to ensure that all pupils belong and thrive. Staff share leaders’ high expectations for pupils, regardless of any barriers to learning. Throughout the school, leaders and staff consistently act in pupils’ best interests.

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Leadership and governance Strong standard

Experienced governors have a clear and accurate oversight of the school. Governors offer unyielding support for the school and a detailed approach to challenging its effectiveness. Governors very efficiently carry out their statutory duties.

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Leadership and governance Strong standard

Staff are rightly proud to work at the school. They benefit from a wide range of effective professional learning opportunities, such as coaching opportunities, that ensure that staff are experts. They feel they have the knowledge and resources they need to teach pupils effectively. Leaders' positive relationships with staff ensure that their wellbeing is supported.

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Leadership and governance Strong standard

Leaders prioritise inclusive practice and ensure that the specially resourced provision for pupils with special educational needs and/or disabilities is an integral part of the school. Parents and carers told inspectors that this provision had impacted positively on the quality of their children’s lives.

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Personal development and wellbeing Strong standard

Pupils benefit from a well-planned and highly effective programme for personal development and wellbeing. They celebrate and experience what their local community has to offer. For example, pupils and volunteers work to maintain the school farm. This supports pupils to learn about caring for animals, and they develop a sense of pride in their school. Pupils develop a firm sense of personal character. They understand social and moral concepts, such as fairness, tolerance and why we need rules. This means they behave superbly, and they are intolerant of people being mean or discriminating against others. Leaders adapt the curriculum swiftly to address any issues that might occur in school or in the community. This ensures that the personal development programme is carefully tailored to meet pupils' needs. Older pupils take part in legacy projects, creating lasting artwork around the school every year. This adds to pupils’ sense of ownership and belonging. Pupils benefit from

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Personal development and wellbeing Strong standard

residential visits to outdoor education centres, where they learn skills that help to build their resilience.

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Personal development and wellbeing Strong standard

Pupils understand online safety well and understand how to stay physically healthy. Pupils benefit from the relationships and sex education and health education programme, which means they invariably have positive, healthy friendships with their peers. The social and emotional development of pupils that attend the additional resourced provision is highly prioritised, and, as a result, pupils progress remarkably well from their starting points.

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Personal development and wellbeing Strong standard

Pupils benefit from a broad range of clubs and experiences that take place before and after school. For example, a broad enrichment programme offers pupils a wide range of additional options, such as drama and cookery. They benefit from a wide range of musical and sporting opportunities. Leaders also ensure that the provision for personal development

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Expected standard

and wellbeing is fully accessible for pupils with special educational needs and/or disabilities. Leaders track participation and check that all pupils have opportunities.

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Early years Expected standard

Children in the early years are happy and generally progress well. Leaders have organised a clearly sequenced curriculum that sets out the key knowledge children need to learn. For example, leaders use carefully planned approaches that develop children’s language and fine motor skills.

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Early years Expected standard

Staff know children well. Children in nursery sustain their concentration in engaging activities, for example in painting and exploring early mark marking. Children with special educational needs and/or disabilities, disadvantaged children and those who face other barriers to learning typically get the help they need. They progress well.

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Early years Expected standard

Reading is prioritised well. Children benefit from regular high-quality phonics sessions. They acquire the knowledge they need to read, and children take an interest in books. Children also learn early number and early writing skills so that they are generally ready for Year 1.

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Early years Expected standard

Pupils and staff share positive interactions that typically help pupils learn well. However, at times, staff could be more precise and more systematically build knowledge and skills. Indoors, teachers plan activities carefully so that children can learn well. However, some activities could be more specifically matched to children’s needs. Most parents and carers express confidence in the school and appreciate the strong relationships staff build with their children.

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

The school sits in the heart of the local community. At the start of each day, staff welcome pupils and parents and carers as they enter this caring, inclusive school. Staff are committed to building a culture of belonging, where all pupils are known and cared for. This culture is embedded throughout the school. Pupils with special educational needs and/or disabilities (SEND) and those who face other barriers to learning are included in all areas of school life. This includes those who attend the specially resourced provision for pupils with SEND. They make rapid progress from their starting points. Children in the early years make a successful start to their school life.

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

Pupils are safe. They know staff will support them if they have any concerns. Pupils behave superbly throughout the school day. They open doors for visitors. They are kind to one another and cooperate, for example when talking about their learning with a partner. Pupils say bullying is rare and that staff would quickly intervene. Pupils benefit from a calm and focused learning environment. As a result, pupils thrive. Pupils enjoy coming to school. Their high attendance shows this. Where needed, leaders work closely with families to offer support. Pupils listen carefully in lessons. This reflects their keen and positive attitudes to learning. Pupils achieve highly. Across subjects, they quickly gain the knowledge they need. Pupils perform very well in the key stage 2 national tests. They are very well prepared for the next stage of education. Pupils feel well supported to make this next step.

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

Pupils’ time at Dickens Heath is further enhanced by a wide range of extra-curricular activities, including musical and sporting clubs and competitions. This helps pupils to develop their talents and interests well.

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Next steps

Leaders should ensure that staff in the early years consistently engage children in high- quality interactions and learning opportunities.

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About this inspection

The chair of the board of governors in this school is Richard Eadie.

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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

The school has a specially resourced provision for pupils with special educational needs and/or disabilities.

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About this inspection

Inspectors spoke with school leaders during the inspection. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils and staff to gather information about school life.

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About this inspection

Inspectors considered responses to the online survey, Ofsted Parent View, and free-text comments.

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About this inspection

The school currently uses no alternative provision.

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Team inspectors:

Andrew Tilley, Ofsted Inspector Leah Adams, Ofsted Inspector Elaine Williams, 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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What does this mean?

The type of Special Educational Needs provision provided at the school (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

2023/24 (final) 66% 61% 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

2023/24 (final) 74% 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

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

2022/23 (final) 50% 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

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 (final) 70% 59% Close to average

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average

2023/24 (final) 62% 58% Close to average

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average

2022/23 (final) 67% 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) 62% 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

2023/24 (3 term) 4.9% 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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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

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