Bushbury Hill Primary School

Bushbury Hill Primary School

Address: Old Fallings Lane, Wolverhampton, West Midlands, WV10 8BY Unique reference number (URN): 104290

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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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Curriculum and teaching Expected standard

Generally, leaders have an accurate understanding of the quality of the curriculum and teaching. They oversee standards and work alongside staff to identify strengths and next steps. Leaders typically act quickly when they spot areas that need improvement. For example, they are taking action to strengthen speaking, listening and handwriting across the curriculum. Leaders are working with staff to ensure staff consistently check for gaps in pupils' learning and address these promptly.

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Curriculum and teaching Expected standard

An ambitious, broad and balanced curriculum is in place. Leaders have identified the key knowledge and vocabulary pupils must learn and sequenced these into logical steps. Teaching is generally effective. Teachers present information clearly and support most pupils well. They use a range of strategies to adapt the curriculum so that all pupils can access it. Their subject knowledge is secure because leaders provide effective training and support.

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Curriculum and teaching Expected standard

Leaders have identified teaching the basics in reading, writing and mathematics as a priority. The implementation of a new phonics scheme has helped pupils engage well with the essentials for early reading and writing. Phonics is taught consistently by well-trained staff who follow established routines. Pupils read sounds that they know confidently. Regular repetition embeds their knowledge. Leaders promote a love of reading that encourages pupils to become increasingly confident and fluent.

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Inclusion Expected standard

The school has an inclusive ethos. Leaders and staff are proud of the close relationships they build with pupils and their families. They have created a caring environment where all pupils feel safe, valued and ready to learn.

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Inclusion Expected standard

Leaders waste no time in assessing pupils' needs and putting the right support in place to remove early barriers to learning. Leaders monitor this well. They ensure staff know how to adapt provision to enable pupils to achieve well, manage their emotions and build confidence. This is most effective in the school's ‘rainbow’ and ‘beehive’ provisions, where pupils with SEND receive thoughtful support that is tailored very specifically to their needs.

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Inclusion Expected standard

Typically, staff adapt their teaching effectively so that pupils can access learning, for example using visual aids and practical resources. Targeted support, such as tailored phonics and mathematics teaching, generally helps pupils to progress. Leaders have a clear focus for the use of funding for disadvantaged pupils. They make sure that this provides additional teaching opportunities, wider enrichment activities and pastoral support.

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Inclusion Expected standard

Leaders work with outside professionals to support pupils, including those known to social care. Regular meetings help staff track pupils' progress and, when necessary, adjust the support they provide.

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Leadership and governance Expected standard

Leaders understand the school well. They know its strengths, such as reading and pastoral support. Generally, leaders recognise where more work is needed. They set priorities that are focused on enabling every pupil to succeed. For example, leaders have strengthened early reading by introducing a consistent phonics programme. Where things are not working well enough, leaders are making changes.

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Leadership and governance Expected standard

Governors play an important role in guiding the school. They share a clear vision for the future. They ensure leaders use resources wisely. Governors ask thoughtful questions, check how well systems are working, and ensure that leaders remain focused on improving outcomes. They also make sure that all legal duties, including safeguarding and equality, are met. Governors support staff and leaders by paying close attention to their workload and wellbeing.

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Leadership and governance Expected standard

Leaders create a positive working environment where staff feel valued and supported. Staff appreciate the genuine care that leaders show for their wellbeing. Leaders select staff training carefully. They work with other schools and the local authority to share good practice. This helps staff improve their teaching so pupils can learn more.

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Leadership and governance Expected standard

Leaders and governors work hard to build strong relationships with parents and the wider community. They encourage families to get involved in school life and continue to find new ways to strengthen trust and engagement. Leaders are committed to working in every pupil's best interests so that all feel supported and included.

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Personal development and wellbeing Expected standard

Leaders work hard to ensure that all pupils can take part in experiences they may not otherwise have. A wide range of extra-curricular clubs, including sport, music and performance opportunities, extend pupils' talents and interests. Leaders have created a well- planned and joined-up programme that offers a wide range of opportunities. These help pupils learn to respect others, develop their social skills and understand and value different backgrounds. Pupils are well prepared for life beyond school.

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Personal development and wellbeing Expected standard

External speakers provide regular enrichment experiences linked to the curriculum. For example, visits from local police officers to talk about topics that matter to the community develop pupils' understanding of the law.

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Personal development and wellbeing Expected standard

The personal, social and health education curriculum is well planned and established. It is thoughtfully adapted to meet pupils' needs and their local context. Pupils learn about the difference between healthy and unhealthy friendships and important concepts such as consent. They know how to manage risks to their wellbeing, both online and in the local community. Pupils understand how to stay physically and mentally healthy.

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Personal development and wellbeing Expected standard

Pupils have a secure understanding of fundamental British values. They understand the difference between right and wrong. Pupils can talk about agreeing to disagree, respecting difference and treating people equally regardless of background, religion or identity. Many leadership roles, including peer mediators, digital ambassadors, and health and safety

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Needs attention

monitors, develop pupils' character. They enable pupils to experience responsibility, teamwork and a sense of contributing to school life.

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Needs attention

The pastoral offer is extensive. Pupils receive support and guidance on managing their emotional wellbeing if needed. Leaders make sure that all pupils, particularly disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to children's social care, are able to participate fully in the programme of personal development.

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Achievement Needs attention

Pupils achieve well in many areas. However, some still have gaps in their basic knowledge of English and mathematics. This makes pupils' progress through the curriculum uneven. For some pupils, poor attendance has widened these gaps and slowed their progress further.

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Achievement Needs attention

In last year's national tests at the end of Year 6, pupils' achievement in reading was close to the national average. However, in other areas, pupils' attainment remained below average. Disadvantaged pupils achieved close to similar pupils nationally, but a gap remains between them and non-disadvantaged pupils. When support is carefully tailored to their needs, pupils with special educational needs and/or disabilities progress steadily.

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Achievement Needs attention

There are signs that leaders’ work is beginning to strengthen achievement. Across the curriculum, pupils are growing in confidence, especially in reading. This means that more pupils are better prepared for their next steps in education. However, more work is needed to develop pupils' early writing and mathematics.

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Attendance and behaviour Needs attention

Attendance is below the national average. Leaders understand the challenges that families face and take determined action to improve attendance. They use data carefully, build strong relationships and work with other services to provide tailored support. As a result, some pupils, including those with special educational needs and/or disabilities, attend more regularly and show improved engagement. Leaders know they need to continue to support families to remove barriers and ensure all pupils attend well. They recognise that more work is needed to make sure those who miss school catch up quickly.

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Attendance and behaviour Needs attention

Behaviour is a strength of the school. Leaders have developed a calm and purposeful culture where pupils of all ages care for each other. Pupils are familiar with the well- embedded routines. They move around the school sensibly and respond well to the consistently high expectations. They are polite and respectful to staff and each other. In lessons, most pupils listen well and want to learn. Staff work together to support pupils who find it hard to meet the behaviour expectations. They adapt their approach sensitively and thoughtfully. Pupils say there is no bullying. They know that adults deal with any unkind behaviour fairly and promptly.

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Early years Needs attention

The early years curriculum is designed to build children's learning progressively over time. However, some activities do not have a clear purpose. This limits children's opportunities to consolidate their learning and hinders their ability to gain the essential knowledge they need. While children are happy, settled and well cared for, the current approach to supporting their learning and guiding their play does not help all children to be fully ready for Year 1.

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Early years Needs attention

Phonics is taught consistently well. Staff show children how to say sounds, form letters and build simple sentences. Repeating and revisiting learning helps children remember more. However, too many children do not reach the expected level across several areas of learning, including reading, writing and mathematics.

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Early years Needs attention

A calm, welcoming atmosphere helps children feel safe and ready to learn. Staff interact positively with children throughout the day, modelling clear language and gently correcting mistakes so children grow in confidence. In the Nursery Year, children enjoy exploring a range of interesting books and other resources. Staff follow secure routines that support children’s wellbeing. Extra support is available when children find it hard to stay focused. All children, including those with special educational needs and/or disabilities, take part fully.

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

Pupils are proud of their school. They enjoy coming because they feel safe and welcome. Relationships between staff and pupils are warm and caring. The school's motto, ‘to be the best that we can be’, is at the heart of this nurturing school where every pupil matters.

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

As soon as pupils start at school, leaders and staff prioritise getting to know them and their families. This means staff can quickly identify any difficulties that pupils face and offer support. All pupils, including disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those with other potential barriers to learning, benefit from the care the school has to offer.

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

Pupils follow the school rules and respond positively to leaders' expectations. This creates a calm, orderly environment for learning. When pupils find following the rules difficult, leaders provide high-quality support. Pupils cooperate well at social times. They share and take turns. Pupils say that bullying is rare. They know what to do if it happens and trust that staff will help them. When pupils are worried, staff act swiftly and effectively.

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

Pupils speak enthusiastically about the personal development programme. They value educational trips to venues such as an art gallery and the seaside. They relish taking part in events such as 'Roman day', when they immerse themselves in historical learning.

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

Pupils enjoy learning and say that teachers make their lessons interesting. Although many pupils achieve well, a significant minority have important gaps in their knowledge and do not achieve as well as they should. Pupils' outcomes in national tests at the end of Year 6 are below average.

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

There are signs of improvement for some pupils as a result of leaders' efforts to promote the importance of regular attendance. However, more work is needed as too many pupils continue to miss school too often.

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Next steps

Leaders should ensure staff use their checks on learning consistently well to identify misconceptions and key gaps in pupils' learning, including as a result of absence, and address these effectively so pupils can build secure, foundational understanding. Leaders should continue their work to reduce rates of absence so that all pupils benefit fully from the academic and social opportunities offered and achieve well. Leaders should ensure activities in early years are carefully planned with a clear purpose, and support staff to guide children's use of these and maximise their learning opportunities.

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About this inspection

The chair of the board of governors in this school is Alan Jasper.

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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 various school leaders, including the headteacher and deputy headteacher. They also spoke with representatives of the local governing committee, including the chair of governors, and a local authority representative.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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Lead inspector:

Karen Hambleton, His Majesty's Inspector

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Team inspectors:

Elaine Williams, Ofsted Inspector Shelley Reeves-Walters, 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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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) 80% 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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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

2024/25 (final) 48% 47% Close to average

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national average

2022/23 (final) 40% 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) 60% 62% Close to average

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average

2022/23 (final) 60% 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) 60% 59% Close to average

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average

2022/23 (final) 53% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 52% 61% Close to average

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average

2023/24 (final) 52% 59% Close to average

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average

2022/23 (final) 51% 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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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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