Forest Hills Primary School

Forest Hills Primary School

Address: School Road, Rugeley, Staffordshire, WS15 2PD Unique reference number (URN): 148061

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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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Attendance and behaviour Strong standard

Leaders successfully prioritise pupils' attendance. A deep understanding of the barriers pupils face informs their strategy. Everyone is aware of the importance of being in school. Leaders are relentless in their mission to ensure that all pupils attend, are safe and are learning. They work tirelessly to support families and have formed trusting relationships with them. This work is very effective. Attendance figures over time are broadly in line with the national average. Disadvantaged pupils’ attendance is higher than similar pupils nationally.

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Attendance and behaviour Strong standard

Leaders have established a clear and well-defined approach to pupils' behaviour. Consistent training and support for staff underpin this. Leaders have high expectations of behaviour and model these effectively. These high expectations begin in the early years. Staff establish them from the outset and develop pupils' strong learning behaviours. As a result, disruption to learning is rare. Relationships between staff and pupils are positive. Routines and expectations are clear, and everyone understands them. Rules and sanctions are consistently applied. Pupils behave well at all times of the day. They treat each other with respect and kindness. Behaviour policies are adapted effectively for those who need extra support. As a result, all pupils can learn in a calm and distraction-free environment.

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Curriculum and teaching Strong standard

Leaders provide an ambitious, broad and balanced curriculum across all subjects. It is carefully designed to meet the needs of all pupils, including those who are disadvantaged. Leaders prioritise early reading, writing and mathematics. This ensures that pupils develop these essential skills quickly. Explicit teaching of vocabulary and spoken language runs throughout the curriculum. This begins with an expertly taught phonics programme. As a result, pupils develop strong core knowledge across the curriculum.

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Curriculum and teaching Strong standard

Teachers are subject experts who communicate their knowledge extremely well. In every class, lessons are well structured. Teachers give precise explanations and model expectations clearly. This means pupils know exactly what to do. Teachers check learning carefully. They identify any gaps in pupils' understanding or misconceptions and address these quickly and effectively.

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Curriculum and teaching Strong standard

Teaching across the school is highly inclusive. Teachers skilfully adapt lessons to remove barriers to learning. ‘Scuba Steve’ provides challenge for pupils in a simple but highly effective way that consolidates learning. Pupils who need help to catch up receive the support they need quickly. Teachers' expectations of what pupils can achieve are consistently high. Disadvantaged pupils and those with special educational needs and/or disabilities make effective progress through the curriculum.

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Inclusion Strong standard

Inclusion is a strength of the school. Leaders are passionate that all pupils, regardless of their barriers, feel included and thrive. Staff swiftly and effectively identify the needs of pupils who have special educational needs and/or disabilities (SEND). Leaders work closely with families and a vast array of external professionals. They work hard to ensure that pupils with SEND get the support they need. Parents and carers express gratitude for the support their children receive from school.

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Inclusion Strong standard

Most pupils with SEND access the same ambitious curriculum as their peers. Staff are well trained and experienced. Teachers make effective adaptations to learning tasks. Where pupils need more individualised provision, the school responds swiftly and thoughtfully. This targeted approach meets pupils’ individual needs highly effectively. Leaders rigorously check the provision to make sure that it is continually adapted to remove any barriers pupils face. Interventions provide effective support for pupils' academic, social and emotional needs.

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Inclusion Strong standard

Leaders use extra funding for disadvantaged pupils strategically. They use this to support pupils’ academic ability. Leaders track this spending closely to ensure that it improves pupils' outcomes. As a result, any gaps in learning typically close quickly.

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Personal development and wellbeing Strong standard

The personal, social and health education and relationships curriculums meet pupils’ needs very well. Leaders go the extra mile to overcome the challenges of disadvantage and additional needs that can create barriers to pupils' learning and/or wellbeing. Leaders have an excellent understanding of what pupils need to thrive. They carefully review the curriculum and make changes where needed so pupils gain the knowledge they need to be safe and happy. Pupils talk confidently about their learning. They show a deep understanding of how they plan to use their knowledge in their adult lives.

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Personal development and wellbeing Strong standard

In an age-appropriate way, pupils learn about healthy relationships, cultural diversity and people's characteristics, such as race and gender. They have a sound understanding of fundamental British values, including, for example, the rule of law. They show a secure knowledge of right and wrong. The well-planned curriculum makes sure pupils know about different religions and cultures. This broadens their view of the world around them.

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Personal development and wellbeing Strong standard

Leaders provide a range of clubs, trips and events that extend pupils’ learning beyond the classroom. These include residential visits, trips to the cinema, sports and craft clubs and visits by local authors and poets. Leaders deliberately plan these to raise pupils’ aspirations and extend their knowledge of the world. They ensure that they remove financial barriers so all pupils can attend. Work within the local area, for example planting cherry trees, helps pupils learn about the importance of contributing to their community. Many pupils express great pride in their roles as leaders in school, for example on the eco-council. They make a real and positive difference in their school.

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Personal development and wellbeing Strong standard

Leaders have a deep understanding of their families. Pupils receive effective support for their social and emotional mental health needs. A range of high-quality, bespoke pastoral provision ensures that pupils feel safe, happy and ready to learn.

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Achievement Expected standard

The proportion of disadvantaged pupils, pupils with special educational needs and/or disabilities (SEND) and pupils who face barriers to their learning and/or wellbeing is much higher than national averages. Leaders ensure that all pupils build secure foundations in key knowledge. This includes reading, handwriting, spelling and mathematics. While there is some variability, particularly in handwriting, clear improvements are evident. Leaders’ actions ensure that all pupils make secure and sustained progress through the curriculum.

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Achievement Expected standard

Leaders understand the need for improvement in the Year 1 phonics outcomes, which are below the national average. However, their actions have ensured that phonics teaching is effective. Extra support is in place for pupils to help them catch up quickly, and this is having an impact.

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Achievement Expected standard

Disadvantaged pupils and those with SEND typically achieve above the national average at the end of key stage 2. By the time they leave the school, most pupils have secured the knowledge they need in reading, writing and mathematics. This prepares them well for secondary school.

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Early years Expected standard

Leaders at all levels prioritise the early years. This ensures that children have the best start to their education. This begins with a well-planned transition into the Nursery Year and Reception Year classes. Leaders support parents and carers at every stage of transition. Routines in the early years are well established. Relationships between staff and children are caring and warm. Children play cooperatively together, sharing resources well. Because of this, children are happy, safe and secure.

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Early years Expected standard

Staff establish a love of books and stories from the start of children's time in the school. They carefully choose stories, songs and rhymes that expose children to a wide range of vocabulary. Regular story times and opportunities to act familiar stories with puppets underpin this approach. This inspires children to develop an interest in reading. Staff model spoken language effectively. However, staff do not always maximise these opportunities to build children's language and vocabulary.

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Early years Expected standard

The curriculum breaks down key knowledge into small steps across the areas of learning effectively. These outline exactly what children should learn and take into account their starting points. Adults understand the importance of developing children's physical skills to form firm foundations for writing. Children have opportunities to practise the skills they learn regularly. This helps them to develop the independence they need. As a result, most children are well prepared for Year 1.

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Leadership and governance Expected standard

Leaders know their school very well. They are champions for all their pupils. A moral purpose to give their pupils the very best start in life drives leaders. They show high levels of professionalism and act as role models to all in the school community. Leaders’ decisions always have the pupils’ best interests at heart. As a result, pupils belong to a school that cares for them all as individuals.

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Leadership and governance Expected standard

Leaders make well-considered decisions about staff deployment across the school. They use staff and resources effectively so there is a positive impact on pupils' outcomes. They accurately identify and prioritise the areas for improvement that will have the greatest impact on pupils' achievement. For example, leaders’ ongoing work on refining lesson structures has had a significant impact on improving pupils’ core knowledge.

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Leadership and governance Expected standard

Parents and carers are typically positive about the school and its staff. They hold leaders in high regard. Staff are proud to work at the school. They value how leaders routinely consider their workload and wellbeing. Leaders provide all staff with a programme of professional learning. This supports them to have the knowledge they need to deliver the curriculum. Staff value this training and the opportunities to work with other schools in the trust.

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Leadership and governance Expected standard

Governors and trustees know the school well, including its vision, values and context. They provide both support and challenge effectively to leaders and know the priorities leaders are working on. They ensure that the use of funding and resources is effective. Governors and trustees carry out their statutory duties well.

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

Pupils belong to a warm and welcoming school where inclusion sits at its heart. Many have additional needs or circumstances, including those who are disadvantaged or have special educational needs and/or disabilities. Pupils thrive in this school because of the expert care and high-quality education they receive. They attend well and come to school with smiles on their faces.

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

Pupils are proud to be part of the Forest Hills family. They describe their school as their ‘special place where everyone is treated with respect’. Staff know the pupils and their families well and address any barriers pupils may face. Pupils flourish in an environment that is conducive to learning. As a result, they make good progress from their starting points. Classrooms are calm and purposeful. Pupils are typically well prepared for secondary school.

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

Pupils show respect and kindness to each other and to adults. Behaviour in school is highly positive. This is because there are consistently high expectations and clear rules and routines to follow. Bullying and harassment is rare, but when it does occur, pupils trust that staff will help them to sort it out. Support is on hand for any pupils who need extra help to manage their feelings.

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

Pupils learn about equality, diversity and fundamental British values. This helps them to understand the world around them. They know the school's FOREST (friendship, ownership, respect, enthusiasm, success and teamwork) values well. Pupils show these in their daily interactions and feel safe.

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

Disadvantage is not viewed as a barrier to success. Wider opportunities and the curriculum

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Team inspector:

Nina Sangha, Ofsted Inspector raise pupils' aspirations. All pupils experience opportunities that broaden their experience and talents. Leaders provide opportunities to make a difference to their school through leadership roles, such as on the school council. Pupils show excitement and ambition for their futures.

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Next steps

Leaders should ensure that the interactions staff have with children are maximised so that children benefit consistently from high-quality modelled language across all areas of learning in the early years. Leaders should continue their work to secure consistently high standards of teaching in all subjects and year groups. They should build on the strong practice already in place in many subjects, such as reading, to ensure that pupils attain consistently well.

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About this inspection

This school is part of Perry Hall Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Amarjit Cheema, and overseen by a board of trustees, chaired by Andrew Brocklehurst.

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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, the CEO, members of the trust central team, trustees, governors, staff, parents and pupils during the inspection.

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About this inspection

The school currently uses no alternative provision.

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About this inspection

At the time of the inspection, there were 78 pupils on roll.

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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

2022/23 (final) 54% 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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average

2022/23 (final) 69% 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

2024/25 (final) 67% 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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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) 50% 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

2023/24 (final) 67% 62% Close to average

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average

2022/23 (final) 63% 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

2023/24 (final) 50% 58% Close to average

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average

2022/23 (final) 50% 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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average

2022/23 (final) 38% 59% Below ‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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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average

‘S’ in the table above indicates the data has been suppressed, which is usually due to small cohorts. The suppression rules applied by the DfE when publishing the data have been mirrored and applied in the report card.

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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 (3 term) 5.4% 5.2% 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 (3 term) 12.1% 13.0% 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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