Queen Victoria Primary School

Queen Victoria Primary School

Address: Bilston Street, Sedgley, Dudley, West Midlands, DY3 1JB Unique reference number (URN): 149544

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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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Early years Strong standard

Early years is a strength of the school. Leaders are passionate about ensuring that all children have the best possible start to their time in education. Staff have secure knowledge and experience. From the moment children enter, kind and caring staff meet their needs effectively. Relationships are warm and supportive. This means that all children are well cared for and feel safe.

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Early years Strong standard

The curriculum is clear, thoughtfully designed and closely matched to the needs of all children. Children access a wide range of purposeful activities throughout the day. They enjoy these and engage with them well. For example, children in Nursery Year have opportunities to cook fish finger sandwiches to develop fine motor skills and learn about food.

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Early years Strong standard

Teaching focuses on vocabulary and foundational knowledge. Stories, rhymes and high- quality interactions between adults and children contribute well to children's achievement. Staff take every opportunity to engage children in talk. Staff use language precisely to model speech and rich vocabulary. Adults support children's play thoughtfully and deepen learning through well-timed questions and prompts. As a result, children build knowledge and vocabulary well. Children who need additional help have their needs identified quickly. Staff provide timely and appropriate support, including for children with special educational needs and/or disabilities. This inclusive approach ensures that all children can take part fully in the early years curriculum. They are typically ready for Year 1.

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Achievement Expected standard

Leaders have raised expectations of how well pupils should learn and achieve. Since joining the trust, they have improved teaching and the way they check progress. As a result of their actions, most pupils perform in line with their peers in national tests. This includes pupils who are disadvantaged. Pupils with special educational needs and/or disabilities typically make effective progress from their starting points. However, fewer pupils reach the higher standard at the end of key stage 2. Leaders are focused on increasing the proportion of pupils working at this level.

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Achievement Expected standard

Pupils increasingly secure the foundations in reading, writing and mathematics. However, sometimes, errors in spelling and handwriting are not addressed as quickly as they should be. This means some pupils continue to make errors in their work. Pupils in key stage 1 are particularly confident in talking about their learning, for example when discussing their topic on Australia in geography.

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Attendance and behaviour Expected standard

Pupils’ attendance is a high priority for leaders. Leaders track and analyse attendance carefully and effectively. They have set out a clear approach to managing attendance. Leaders typically have effective working relationships with families. They provide support for families to encourage positive routines and habits around children coming to school regularly, for example, through text messages and coffee mornings. This targeted approach has been effective in reducing persistent absence. However, there are still a small number of pupils who do not attend as well they should. Leaders are aware and have put extra strategies in place to address this, including, for example, 'Friday festivals'.

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Attendance and behaviour Expected standard

Leaders have high expectations for pupils’ behaviour. These are consistently applied by all staff. Pupils know the rules. Leaders have ensured that there is a calm, inclusive and welcoming environment. Pupils feel safe and valued. Incidents of bullying are rare but are dealt with effectively when they do occur. Typically, pupils behave well. Leaders keep comprehensive records of any incidents and provide effective support to pupils who need it. The school uses inclusive approaches to attendance and behaviour. This includes adjusting strategies for pupils with special educational needs and/or disabilities. This enables all pupils to feel a clear sense of belonging to the school.

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Curriculum and teaching Expected standard

Leaders have designed an ambitious and well-sequenced curriculum. They review this regularly and act where there is a need for improvement. Leaders have prioritised securing strong foundations in learning from the early years. Communication and language, phonics, writing and mathematics are a clear focus. Pupils at the early stages of reading learn through well-taught phonics sessions. Staff act quickly when pupils fall behind. Leaders have strengthened the focus on handwriting and pupils’ knowledge of spelling rules. This work is beginning to improve pupils’ confidence and accuracy.

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Curriculum and teaching Expected standard

Teaching is typically effective. Staff generally have secure subject knowledge. Teachers know pupils well and most check understanding throughout their lessons. Leaders have purposefully structured lessons to ensure that pupils build on prior learning. In many classrooms, this enables pupils to be successful in their tasks. Vocabulary development runs throughout all subjects. This ensures that pupils develop their language skills. Teachers prioritise pupils' development of oracy in lessons. As a result, pupils generally articulate their thinking confidently. The curriculum is inclusive for all pupils. Teachers adapt content, resources and support so that pupils with special educational needs and/or disabilities can access learning and make progress alongside their peers.

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Inclusion Expected standard

Inclusion is at the heart of the school. Leaders and staff share a clear vision that all pupils, regardless of background or need, achieve well. They know pupils and their families well and understand the barriers to learning they face. Leaders use a range of strategies to accurately identify pupils’ needs and reduce barriers to learning. Staff receive a range of training. This ensures that they understand how to support pupils to learn alongside their friends. Curriculum adjustments are carefully planned and well matched to the needs of individual pupils. As a result, disadvantaged pupils and pupils with special educational needs and/or disabilities generally progress well from their starting points.

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Inclusion Expected standard

Leaders track pupils’ progress well. They use this evidence to plan and review the support for disadvantaged pupils. Recent improvements to the school's pupil passports have strengthened this aspect of leaders’ work and continue to develop. Leaders use additional funding well. They work with parents and carers to develop support for disadvantaged pupils carefully. Leaders work effectively with staff, families and external professionals to support pupils and improve their experiences. This ensures that pupils typically receive the right support at the right time.

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Leadership and governance Expected standard

Leaders have a clear understanding of their school’s context and the needs of the families in their community. They put pupils’ best interests first and provide experiences that broaden pupils’ horizons and aspirations. Leaders at all levels show high ambition for pupils. They accurately identify what the school does well and where they need to make further improvements. Actions taken to strengthen provision, such as improvements to the early years, are already having an impact. More recent initiatives, including work on oracy, are beginning to take effect, though consistency is still developing. Leaders model the professional behaviours and expectations they want staff and pupils to follow.

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Leadership and governance Expected standard

Staff feel valued and supported in their roles. Leaders are mindful of workload and take wellbeing seriously. They provide staff, including those in the early stages of their career, with a range of professional learning opportunities. This helps them meet pupils’ needs with care, confidence and growing consistency. The school builds positive relationships with most families. They offer support where needed and challenge where necessary, particularly around attendance. This engagement supports pupils’ learning, wellbeing and success.

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Leadership and governance Expected standard

The school works actively within the wider trust and with other external agencies. Leaders know where to draw expertise from to ensure that pupils get the very best support. Those responsible for governance understand their duties well. Governors and trustees are well informed and hold leaders to account with clarity and purpose. They also provide meaningful challenge and support. Staff and governors are proud to be a part of Queen Victoria Primary School.

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Personal development and wellbeing Expected standard

Pupils benefit from a well-thought-out personal development programme that matches the needs and context of the school. This begins in the early years. The programme builds pupils’ knowledge and understanding as they progress through the school. Pupils learn to understand about healthy relationships, respecting differences and how to stay safe online and in daily life. They learn about fundamental British values and what these mean in school, for example understanding that democracy means everyone having their say.

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Personal development and wellbeing Expected standard

The school provides a wide range of opportunities and experiences for pupils that enhance the curriculum. These include trips, visitors into school and experiences. Pupils enjoy these, in particular the opportunity to play wheelchair basketball. Alongside this wide offer, leaders ensure that there is a range of extra-curricular clubs available. These include sports, sign language, cooking and gardening. Leaders work hard to remove financial barriers to pupils' participation in these clubs. Pupils who attend these appreciate the opportunities on offer. However, participation is not always as high as leaders would like. Pupils love the residential visit in Years 3 and 4. This is well attended and provides opportunities for pupils to develop independence and confidence away from the school environment. Pupils can take on leadership roles in school, for example through the play leader programme.

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Personal development and wellbeing Expected standard

Pastoral support is effective and has a positive impact on pupils’ academic and social progress. Leaders regularly evaluate this programme to ensure that it is having the desired impact on pupils. All pupils have a clear understanding of how the school helps them. They know who to go to if they need help or advice. Pupils understand that some pupils need adaptations to support them. Pupils value the assemblies led by senior staff, which look at different aspects of their personal development. Most can talk confidently about many aspects of their learning. However, for some areas, particularly around different cultures and religion, pupils' knowledge is more limited.

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

Queen Victoria Primary School is a happy place to be. Pupils enjoy coming to school. Caring adults welcome them each day and look after them well. Adults and pupils live out the school's CARE values (children at the heart, aspiration, responsible and excellence) in their everyday interactions. Pupils benefit from the improvements that leaders and staff have made since the last inspection.

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

Pupils who are disadvantaged, have special educational needs and/or disabilities and those who are known (or previously known) to social care are supported well. As a result, all pupils can take part fully in lessons and wider school life. Typically, pupils achieve well and are ready for the next stage of their education.

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

Pupils generally behave well in lessons and around school. This is because leaders have successfully raised the expectations around pupils' behaviour. This means pupils know the expectations. They follow clear routines, treat others fairly and resolve disagreements with staff support. Pupils feel safe and know who to talk to if they are worried. Pupils say bullying is rare but that teachers deal with it if it happens.

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

Pupils enjoy their learning and have positive relationships with staff. They enjoy a range of enrichment activities. These include trips to the theatre, visits from local community groups and a wide offer of extra-curricular clubs. These opportunities support pupils to develop interests and experiences outside of the taught curriculum. Leaders also ensure that pupils have leadership opportunities in school, for example being on the school council. These roles support pupils to build confidence and independence. Children in the early years settle quickly. They choose activities independently and develop their language through purposeful interactions with staff. By the time they reach Year 6, most pupils are articulate, confident and ready for secondary school.

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Team inspectors:

Gill Turner, Ofsted Inspector Pamela Matty, Ofsted Inspector Amanda Cope, Ofsted Inspector

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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 embed the impact of their work on strengthening important foundational skills, particularly handwriting and spelling, so that pupils consistently achieve well. Leaders should embed the new well-sequenced personal, social and health education programme. They should ensure that it is taught consistently well so pupils gain the knowledge needed to understand what it is like to live and thrive in modern Britain.

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About this inspection

This school is part of Stour Vale 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), Rachel Salter, and overseen by a board of trustees, chaired by Joanne Williams.

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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 the chair of the trust, the CEO, trustees, the headteacher, senior leaders, teachers, support staff, pupils and parents and carers during the inspection.

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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 joined the Stour Vale Academy Trust in 2024.

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About this inspection

The school uses one registered alternative provision.

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About this inspection

Headteacher: Matthew Priest The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last six years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational support needs at the school.

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What does this mean?

Based on the English Indices of Deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced Provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 57% 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) 72% 75% Close to average

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average

2023/24 (final) 79% 74% 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) 70% 72% Close to average

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average

2023/24 (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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average

2024/25 (final) 79% 74% Close to average

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average

2023/24 (final) 71% 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) 36% 47% Close to average

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average

2023/24 (final) 44% 46% Close to average

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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2024/25 (final) 61% 63% Close to average

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national average

2023/24 (final) 72% 62% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 50% 59% Close to average

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average

2023/24 (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) 61% 61% Close to average

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average

2023/24 (final) 69% 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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national average

2024/25 (3 term) 13.7% 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. 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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