Tudor Grange Primary Academy Langley

Tudor Grange Primary Academy Langley

Address: St Bernard's Road, Olton, Solihull, West Midlands, B92 7DJ Unique reference number (URN): 150046

p.1

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.

p.1

How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Early years Strong standard

Leaders, in partnership with the trust, have developed an ambitious early years provision that gives children a positive start to school. A coherent and creative curriculum runs from the provision for 2-year-olds through to Reception. Carefully tailored activities enable children, including those with special educational needs and/or disabilities, to engage successfully in learning and make secure progress. As a result, children develop the knowledge and skills they need for key stage 1.

p.2

Early years Strong standard

Children settle quickly because routines are consistent and relationships are warm and nurturing. Staff have high expectations and ensure that children feel safe, valued and ready to learn. Across the provision, children listen carefully, take turns, share resources and engage positively with one another.

p.2

Early years Strong standard

Communication and language are woven throughout daily routines and activities. Staff use every opportunity to introduce new vocabulary, develop conversation and encourage children to speak in full sentences. During an early mathematics activity, for example, children fill and empty containers and confidently use words such as 'full' and 'empty' to explain what they are doing.

p.2

Early years Strong standard

Early reading is prioritised from the outset. To promote reading at home, children receive a reading book when they join the school. Staff teach phonics expertly and ensure that any children who need help catch up quickly. As children progress through early years, they learn to apply their phonics knowledge well when writing and recording their ideas.

p.2

Early years Strong standard

The outdoor areas are thoughtfully designed to encourage exploration and develop children’s understanding of the natural world. Children enthusiastically search for ladybirds, bees and wildflowers before drawing and labelling what they find.

p.2

Early years Strong standard

Parents are actively involved in their children’s learning from the start. Home visits, workshops and regular communication help families support learning at home. Thoughtful transition arrangements help children feel confident and ready as they move through the early years and into Year 1.

p.2

Inclusion Strong standard

Leaders have created a highly inclusive culture where pupils are known well and valued as individuals. Staff identify barriers to learning early and respond thoughtfully, ensuring that pupils receive the help they need to succeed. As a result, pupils, including those who face challenges with their learning or wellbeing, participate confidently in school life and develop a strong sense of belonging.

p.2

Inclusion Strong standard

Provision for pupils with special educational needs and/or disabilities is effective. Leaders identify needs quickly. They work closely with external specialists to ensure that support is timely and well matched. Staff use practical adaptations expertly. Pupils benefit from resources such as enlarged texts, visual prompts and assistive technology. These adaptations help pupils, including those with sensory or physical needs, to develop

p.2

Expected standard

independence and make secure progress over time.

p.3

Expected standard

Leaders use additional funding effectively to support the achievement of disadvantaged pupils and to ensure they access a broad range of experiences. They also ensure other vulnerable pupils benefit from carefully tailored support. 'The hive’ provides valuable additional support for pupils with social, emotional or medical needs during social times. It is a calm space where pupils can regulate their emotions, build positive relationships and engage more successfully with their peers.

p.3

Personal development and wellbeing Strong standard

Leaders are deeply committed to helping each child become a well-rounded individual. They have designed a personal development programme that successfully enriches pupils’ time at school and helps pupils to grow in confidence.

p.3

Personal development and wellbeing Strong standard

Pupils speak knowledgeably about different beliefs and show respect for the views of others. They learn about a range of faiths through lessons, assemblies, visitors and visits to places of worship. Opportunities for mindfulness help pupils to reflect on their own beliefs and experiences. Pupils have a mature understanding of British values. They explain democracy through the work of the school council and speak proudly about the difference they can make, such as by raising funds for a local hospital. Pupils are proud to hold positions of responsibility and understand how their actions can benefit others.

p.3

Personal development and wellbeing Strong standard

Pastoral care is a notable strength. Trained adults ensure that pupils, including those who are vulnerable, feel safe, valued and ready to learn. Pupils explain that adults help them to manage their emotions, build friendships and feel secure. Young carers are supported well. Dedicated time with staff gives them a chance to access any support they may need. Pupils have an age-appropriate understanding of healthy relationships and how to recognise online and offline risks. They know where to seek help and the importance of reporting concerns to a trusted adult.

p.3

Personal development and wellbeing Strong standard

Leaders enhance pupils’ learning through a wide range of experiences beyond the classroom. Pupils develop confidence and new skills through activities such as guitar tuition, dance, gymnastics and football. Visits to places such as farms, historical sites and interactive museums bring learning to life and broaden pupils’ horizons. Leaders monitor participation carefully and take effective action to ensure that all pupils benefit from these opportunities.

p.3

Achievement Expected standard

Pupils are well prepared for their next stage of education. By the time they leave the school, they achieve well, including those who are disadvantaged. This is reflected in Year 6 results, which are in line with national averages. Pupils also achieve well in the Year 4 multiplication tables check and the Year 1 phonics screening check. Pupils with special educational needs and/or disabilities make secure gains across the curriculum because staff identify barriers to learning and adapt support carefully.

p.3

Achievement Expected standard

Typically, pupils develop secure foundations in reading, writing and mathematics. Pupils enjoy reading and learn to read fluently. In mathematics, they apply number facts confidently when completing more-demanding tasks. Some pupils have gaps in their basic writing skills. An increased focus on spelling, punctuation, grammar and handwriting is helping these pupils to catch up. Across the wider curriculum, pupils build appropriate knowledge. They talk enthusiastically about their learning in subjects such as geography.

p.4

Attendance and behaviour Expected standard

Leaders place a high priority on attendance. They have established clear systems to check individual patterns of absence and identify concerns quickly. Leaders work closely with families to identify barriers and engage external agencies when additional support is needed. Support for families includes a ‘walking bus’, ‘soft starts’ and attendance contracts with agreed actions. While overall attendance is in line with the national average, there is more to do to ensure that disadvantaged pupils and pupils with special educational needs and/or disabilities attend regularly.

p.4

Attendance and behaviour Expected standard

Pupils usually behave well and demonstrate positive attitudes to learning. In lessons, most listen carefully, follow routines and engage purposefully with their work. Social times are calm and provide opportunities for pupils to develop positive relationships. Pupils of different ages play cooperatively together. They enjoy playing musical instruments, riding bikes and taking part in team games. In the playground tepee, pupils often choose to read and role play. Bullying is uncommon. Staff deal with any incidents of unkind behaviour promptly. Support for pupils who need help to manage their emotions is effective. Pupils have access to calm spaces around school and regular wellbeing check-ins with pastoral staff. This helps them manage their emotions successfully and remain engaged in school life.

p.4

Curriculum and teaching Expected standard

Leaders have designed a carefully sequenced curriculum from the early years onwards. This helps pupils acquire key knowledge and skills progressively and remember important concepts. Younger pupils, for example, identify and classify wild and garden plants in the school grounds and explain the functions of different parts of a plant. By Year 6, pupils draw on increasingly sophisticated scientific knowledge to explain concepts such as food chains using accurate scientific vocabulary.

p.4

Curriculum and teaching Expected standard

Leaders help teachers implement consistent approaches through training and support. Staff prioritise communication and language. Adults model vocabulary precisely and help pupils express their ideas confidently. Phonics is taught effectively and helps pupils develop secure reading skills. Leaders are working with staff to ensure any errors in pupils’ written work are consistently addressed. This focus is helping pupils write with increasing accuracy and more neatly.

p.4

Curriculum and teaching Expected standard

Teaching is usually effective. Teachers present information clearly and check pupils’ understanding regularly so they can provide extra help when needed. Pupils with special educational needs and/or disabilities are supported well. Adapted tasks and carefully chosen resources help them participate successfully in learning and make secure progress. However, staff do not consistently provide sufficient challenge for most-able pupils to achieve as highly as they could.

p.4

Leadership and governance Expected standard

A clear, moral purpose underpins the work of leaders, those in governance and the trust. Their commitment to inclusion and ensuring that every pupil succeeds is evident in the decisions they make and the support they provide for pupils.

p.5

Leadership and governance Expected standard

Leaders know the school’s strengths and focus on the right priorities. Working in close partnership with the trust, they have improved several aspects of the school, including early years, inclusion and pupils’ personal development and wellbeing. However, leaders at different levels do not always evaluate the impact of their actions closely enough to bring about improvement as quickly as they could.

p.5

Leadership and governance Expected standard

Governors and trustees use their experience and skills effectively to fulfil their statutory responsibilities. They provide an appropriate balance of support and challenge and ask pertinent questions about leaders’ work to improve pupils’ achievement, attendance and wellbeing. Members of the local governing body actively seek the views of parents and carers and use this feedback to inform their work. Most recently, they have contributed to improvements in communication between the school and home.

p.5

Leadership and governance Expected standard

The trust plays a key role in developing staff expertise. Through training, and opportunities to share effective practice, leaders and staff continue to refine their work. Staff appreciate leaders’ consideration of workload and wellbeing and appreciate the support available to them.

p.5

Leadership and governance Expected standard

Parents and carers value the welcoming culture that leaders have established. They say that their children are happy, feel safe and enjoy coming to school. Parents and carers particularly appreciate leaders’ approachability and the opportunities that enrich their children’s learning.

p.5

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

Pupils enjoy coming to Tudor Grange Langley and speak positively about their experiences. They understand the school’s values of ‘kindness, confidence and wisdom’ and explain how these values help them make positive choices and build respectful relationships. Everyone, including pupils who are new to the school, is made to feel very welcome.

p.5

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

Pupils are proud to be part of a caring community where everyone is encouraged to do their best. Children who join early start, pre-school, Nursery or Reception settle quickly and make a positive start to their education. They develop confidence and independence through a curriculum that places communication and language at its heart. As they move through the school, pupils build their knowledge securely. As a result, pupils achieve well over time, including those who are disadvantaged and those with special educational needs and/or disabilities. Pupils are polite and thoughtful. They behave generally well in lessons and around school. Social times are happy and inclusive. Pupils enjoy spending time with friends and building positive relationships with others from different year groups. Pupils feel safe and explain that there is always an adult who will listen if they need help or support. Bullying and serious

p.5

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

incidents are rare. Should any concerns arise they are dealt with quickly. Most pupils attend regularly.

p.6

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

Pupils benefit from a wide range of experiences that enrich daily school life. Many speak enthusiastically about helping to develop the eco garden and caring for the school’s rabbits and guinea pigs. Eco-councillors proudly explain how they promote recycling and reduce plastic waste across the school. These opportunities help pupils develop responsibility and contribute positively to the school community. A range of clubs and activities such as singing in the choir and toddler tennis encourage pupils to develop new interests and talents.

p.6

Next steps

Leaders should further strengthen provision by ensuring that teachers consistently provide sufficient challenge for the most able pupils so that they achieve as highly as they can. Leaders should continue to strengthen attendance further, particularly for disadvantaged pupils and pupils with special educational needs and/or disabilities, so that more pupils attend school regularly. Leaders and the trust should continue to develop leadership expertise at all levels so that the school can evaluate its work more effectively and secure improvement more quickly.

p.6

About this inspection

This school is part of Tudor Grange Academies Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Claire Maclean, and overseen by a board of trustees, chaired by Peter Rock.

p.6

About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

p.6

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.

p.6

About this inspection

Inspectors met with the headteacher and other leaders, including those responsible for early years, provision for pupils with special educational needs and/or disabilities, and provision for disadvantaged pupils. Inspectors also spoke with representees from the board of trustees, the local governing body and the trust. They also spoke with a range of staff, parents and carers and pupils.

p.6

About this inspection

The inspectors confirmed the following information about the school:

p.6

Team inspectors:

Bogusia Matusiak-Varley, Ofsted Inspector Rachel Henrick, His Majesty's Inspector Helen Large, Ofsted Inspector

p.7

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.7

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 30 June 2026

p.7

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.

p.7

School capacity

The school has undergone significant change since the previous inspection of the predecessor school in February 2023. It joined Tudor Grange Academies Trust in September 2023, when the leadership structure was also reorganised and several new leaders took up their posts.

p.7

School capacity

The school provides early start for 2-year-olds and pre-school for 3-year-olds, before children move into Reception.

p.7

School capacity

The school does not use alternative provision.

p.7

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.

p.8

What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

p.8

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.

p.8

What does this mean?

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

p.8

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.

p.9

What does this mean?

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

p.9

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.

p.9

average

2024/25 (final) 68% 62% Close to average

p.9

average

2023/24 (final) 60% 61% Close to average

p.9

Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

p.9

average

2024/25 (final) 82% 75% Close to average

p.9

Pupils reaching the expected standard in teacher-assessed writing

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

p.10

average

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

p.10

Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

p.10

average

2024/25 (final) 78% 74% Close to average

p.10

average

2023/24 (final) 68% 73% Close to average

p.10

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.

p.10

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

p.11

Disadvantaged pupils reaching the expected standard in reading

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

p.11

average

2024/25 (final) 72% 63% Close to average

p.11

Disadvantaged pupils reaching the expected standard in teacher-assessed writing

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

p.11

average

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

p.11

Disadvantaged pupils reaching the expected standard in mathematics

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

p.12

average

2024/25 (final) 72% 61% Close to average

p.12

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.

p.12

mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

p.12

Disadvantaged pupils reaching the expected standard in reading

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

p.13

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.

p.13

Disadvantaged pupils reaching the expected standard in mathematics

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

p.13

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.

p.14

national average

2024/25 (3 term) 5.4% 5.2% Close to average

p.14

national average

2023/24 (3 term) 5.9% 5.5% Close to average

p.14

Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

p.14

national average

2024/25 (3 term) 12.4% 13.0% Close to average

p.14

national average

2023/24 (3 term) 13.0% 14.6% Close to average

p.14

Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

p.14

Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

p.15

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.

p.15

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.15

Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

p.15

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.

p.15

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.15

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.15

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.15

Urgent improvement

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

p.15