Summerhill Primary Academy

Summerhill Primary Academy

Address: Upper Church Lane, Tipton, West Midlands, DY4 9PF Unique reference number (URN): 143322

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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

Inclusion is a significant strength of the school. Leaders and staff show a commitment to improving outcomes and experiences for all pupils. Leaders analyse information with precision and rigour to ensure the early identification of needs. They work with staff to reduce barriers to learning quickly.

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Inclusion Strong standard

Leaders ensure that pupils with special educational needs and/or disabilities get the support they need quickly. Pupils with more profound needs receive support from highly skilled staff. A significant number of pupils enter the school with low levels of speech and language. Leaders ensure that they implement purposeful strategies consistently across the school to address this. Leaders use an effective universal offer to support all pupils. This is further enhanced by bespoke, targeted support for those who need it. They review and adapt these approaches regularly. This means pupils receive the right support at the right time. Leaders work effectively with external agencies to ensure that all pupils' needs are met.

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Inclusion Strong standard

They use their pupil premium funding effectively for this. As a result of this, pupils in receipt of this funding are improving their achievement.

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Attendance and behaviour Expected standard

Leaders adopt a tenacious approach to managing attendance. They are ambitious for all pupils to be in school so they can fully access learning. Leaders track and analyse attendance in fine detail. They take informed and decisive actions while remaining sensitive to individual circumstances. Leaders support families very well to identify and reduce barriers to attendance, for example through rewards systems and free breakfast club places. As a result, attendance is steadily rising. Leaders know there is more work to do to sustain these improvements. Leaders and the trust have a sharp focus on continuing to improve the attendance of all pupils.

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Attendance and behaviour Expected standard

Leaders have high expectations of behaviour. Staff and pupils typically have a shared understanding of these. This means most pupils know what is expected of them and behave well. Classrooms are calm, purposeful and conducive to working. Many pupils demonstrate positive attitudes to learning. Staff work well with pupils to support them in making consistently positive behaviour choices. Bullying is rare and not tolerated. Leaders take carefully considered actions in relation to poor behaviour. They make appropriate adaptations for pupils who need extra support with their behaviour. Leaders use suspensions appropriately, resulting in a reduction of suspensions for disadvantaged pupils.

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Curriculum and teaching Expected standard

Leaders have ensured that there is a broad and balanced curriculum for pupils to learn. It is well sequenced to ensure that pupils build their knowledge and skills. Staff teach new vocabulary effectively across subjects. Reading is a priority. Phonics is taught well. Pupils who struggle with reading receive effective support to help them catch up. Recently, leaders have focused on strengthening lesson structures so as to make learning easier for pupils to access. This has had a positive impact on pupils' attention and their learning in lessons.

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Curriculum and teaching Expected standard

Leaders have also implemented a new scheme of learning to address gaps in writing. This has led to improved outcomes for many pupils. However, sometimes pupils do not get enough opportunities to apply their writing skills independently. This limits their progress in writing sessions and across the wider curriculum.

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Curriculum and teaching Expected standard

Teachers' subject knowledge is secure. They know their pupils well and typically use this knowledge to inform their teaching effectively. Teachers check knowledge through lessons well and generally adjust lessons appropriately.

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Curriculum and teaching Expected standard

Many pupils join the school outside of normal admission points. Leaders assess these pupils' knowledge quickly on entry. They ensure that these pupils get support to gain the essential foundations they need in language, handwriting, reading, spelling and mathematics. This support is typically effective and enables pupils to make progress.

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Early years Expected standard

Children make a positive start in the early years. Leaders have carefully constructed a curriculum that breaks learning into small steps from Nursery to Reception. They understand their children's barriers to communication and physical development. They prioritise these areas in the curriculum. Staff skilfully ensure language development through the use of stories, rhymes and songs. This runs alongside specific vocabulary teaching and modelling. The vast outdoor area is well resourced. This gives children highly effective opportunities to develop their gross motor skills.

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Early years Expected standard

From the moment they join the school's nursery, staff care for children and make them feel safe. They are warmly welcomed by staff they trust. Relationships are a strength of the early years. Staff typically use their conversations and interactions to move learning on. However, staff sometimes miss opportunities to maximise these. Staff make appropriate checks on children's progress. They adapt the learning effectively for those who need it. Many children enter school below age-related expectations. Leaders' actions ensure that these children make positive progress from their starting points. Most children are ready for year 1.

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Leadership and governance Expected standard

Leaders, and those responsible for governance, always act in the best interests of pupils. They demonstrate drive and passion for ensuring pupils belong to an inclusive and nurturing community. Inclusion underpins everything they do. Leaders show a deep understanding of the school community. They identify and address priorities well. Leaders have taken effective action to strengthen key areas of the school's work. This has been particularly effective for attendance and the writing curriculum. This work is beginning to have impact, but leaders know there is more work to do to ensure sustained improvement.

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Leadership and governance Expected standard

Trustees share the school leaders' high ambitions for pupils. They know the school well and are effective in their support and challenge to leaders. They ensure that the school meets its statutory duties. This includes the use of additional funding for disadvantaged pupils. They seek assurances regarding the school's priorities and make regular visits to the school to check that these are upheld. This includes check on safeguarding procedures.

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Leadership and governance Expected standard

Staff are typically proud to be a part of the team. They feel valued and well supported. Leaders take staff wellbeing and workload into account when implementing changes. A well- planned programme of professional learning supports this. This ensures that staff, including those in the early stages of their career, have the right expertise to deliver the curriculum and pastoral support offer effectively.

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Leadership and governance Expected standard

Leaders engage with parents and external agencies well. Parents are typically positive about the work the school does.

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Personal development and wellbeing Expected standard

Leaders have designed a coherent and well sequenced personal, social, health and economic education programme. They match and adapt it carefully to their community's context. Pupils learn how to make informed choices about real-life situations. For example, they learn about the dangers of knife crime and what healthy relationships look like. Pupils have a secure understanding of how to keep themselves safe online. Pupils' knowledge is less secure in other areas of this curriculum. Leaders are aware of the gaps that need closing.

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Personal development and wellbeing Expected standard

Pupils benefit from an age-appropriate relationships and health education programme. This complies with statutory guidance. Any pupils who need additional support for their emotional wellbeing receive it promptly. Highly skilled staff deliver this pastoral programme. This means pupils are well supported to feel ready to learn.

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Personal development and wellbeing Expected standard

Leaders commit to a personal development programme that enhances their pupils' views of the world and raises their aspirations. This also includes learning about possible careers. They encourage pupils to try new activities. Trips, clubs and visitors into school help pupils broaden their horizons and develop resilience. Leaders ensure that these are open to all and remove financial barriers to attendance.

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Personal development and wellbeing Expected standard

Recently, leaders have introduced the 'my extraordinary experiences' initiative. Through this, pupils receive 20 enrichment activities across their school years. Leaders have carefully designed these initiatives to give pupils opportunities they may not get otherwise, for example learning to play an instrument and working with a different generation. This helps pupils gain skills they need to be ready for life in modern Britain.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of leadership opportunities. For example, eco warriors and house captain roles provide meaningful ways for pupils to suggest positive changes to their school. These also support pupils understanding of fundamental British values such as democracy. Typically, pupils know and understand these well. Leaders support pupils to

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Needs attention

develop an understanding and respect for different cultures and faiths. For example, they visit different places of worship.

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Achievement Needs attention

Some pupils are not as well prepared for their next stage of education as they could be. Results in national tests show that, last year, too few pupils reached the level expected in reading, writing and mathematics. Disadvantaged pupils typically achieve in line with their peers at the end of key stage 2. Pupils perform well in the multiplication tables check and phonics.

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Achievement Needs attention

Leaders have taken appropriate measures to address last year's outcomes. These actions, particularly those in writing, are beginning to benefit pupils. Pupils in the younger years and those at the top of the school can write with more fluency than others. This is because leaders have focused on these year groups first. However, there are inconsistencies in how well errors are addressed in books. When pupils are absent, teachers do not always ensure that missed learning is covered. This means many pupils have some gaps in their foundational knowledge.

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

Pupils learn in a community that recognises them for their individual talents and personalities. They know the school's 'STARS' values (sharing, trust, achievement, respect and safety) well. They know how these values will help them in adult life. The school prioritises the personal development and inclusion of pupils. Leaders work hard to ensure all pupils gain a genuine sense of belonging. This ethos enables the school to be a warm and welcoming place where all pupils feel included.

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

Pupils are safe at this school. They learn about how to keep safe both online and in the community. A range of professionals, such as firefighters, come in to school to support this learning. This is a very inclusive school. All pupils benefit from this. Staff understand and support their pastoral and academic needs. As a result, pupils enjoy coming to school and learning. However, some pupils do not achieve as well as they could.

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

Some pupils do not attend school as regularly as they could. This means they miss out on important learning. Behaviour across the school is typically well managed. Bullying is rare, but when it does happen, pupils say adults deal with it. Pupils are welcoming and polite. They show the school's value of respect in the way they interact with each other and adults.

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

Pupils are proud to be a part of this community. They enjoy a wide range of enrichment activities, including a box car rally with the wider trust. They also have opportunities to lead.

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Team inspectors:

Amarjit Cheema, Ofsted Inspector Amjid Zaman, Ofsted Inspector Anne Bennett, Ofsted Inspector For example, through school council and reading ambassadors. They experiences help them gain the confidence they need for later life.

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Next steps

Leaders should continue with their recent and increasingly successful work to ensure that all pupils attend school when they should. Leaders should continue to embed the impact of their work on strengthening important foundational skills, particularly writing, so that pupils consistently achieve well. Leaders should further develop how adults support and extend children's play in the early years, making the most of every opportunity for learning and developing their speech, language and vocabulary. Leaders should ensure that pupils are given sufficient time to apply their skills independently, particularly in writing, across the curriculum.

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About this inspection

This school is part of The Rivers C of E Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Matt Meckin, and overseen by a board of trustees, chaired by Linda Gregory.

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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 leaders, trustees, trust leaders, parents, staff and pupils during the inspection.

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About this inspection

Inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of one alternative provision, which is Ofsted registered.

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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. National average: 26.3%

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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

2023/24 (final) 53% 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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average

2024/25 (final) 69% 75% Close to average

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average

2022/23 (final) 68% 73% 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

2023/24 (final) 74% 72% Close to average

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average

2022/23 (final) 65% 71% 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 (final) 74% 74% Close to average

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average

2023/24 (final) 67% 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

2024/25 (final) 44% 47% Close to average

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average

2023/24 (final) 37% 46% Close to average

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average

2022/23 (final) 38% 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 (final) 67% 63% Close to average

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average

2023/24 (final) 53% 62% Close to average

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average

2022/23 (final) 61% 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) 56% 59% Close to average

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average

2023/24 (final) 67% 58% Close to average

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average

2022/23 (final) 51% 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) 56% 59% Close to average

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average

2022/23 (final) 49% 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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