Schools & FE · Report card

Ferndale Primary School

Inspected 30 Jun 2026 · published 10 Sept 2026 · URN 103982

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Summary

No overall grade in this frameworkSafeguarding met

Jess Chambers (lead), Christian Hamilton, Declan McCauley, Lisa Montandon

What we read, and from where

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Achievement verified
Expected standard
Attendance and behaviour verified
Strong standard
Curriculum and teaching verified
Expected standard
Early years verified
Expected standard
Inclusion verified
Expected standard
Leadership and governance verified
Expected standard
Personal development and wellbeing verified
Strong standard
Framework verified
Report card
Inspection datesingle source
30 Jun 2026
Inspectors verified
Christian Hamilton, Declan McCauley, Jess Chambers, Lisa Montandon
Postcode verified
B43 5QF
Name on report verified
Ferndale Primary School
Safeguarding verified
Met
URN verified
103982

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Deep dive

What this report says

In plain English

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Grade profile

Each judgement on its scale, weakest to strongest.

AchievementExpected
Attendance and behaviourStrong
Curriculum and teachingExpected
Early yearsExpected
InclusionExpected
Leadership and governanceExpected
Personal development and wellbeingStrong

Tone of the report

How positive or critical the inspectors' language is, from the words they chose. No AI involved.

+80Very positivemore positive than 66% of reports of this type

In line with other reports of this type.

Praiseeffectivehigh expectationsvery wellambitiouspositivefeel safeproudexemplary

Criticismconcernspersistent absencevariablegapsdeclinenot precisenot well preparedsuspensions

How the report reads, start to finish

Every paragraph in order, sized by length. Tap one to see it on the page.

FindingsSafeguardingAbout the inspectionLeadershipWhat needs to improve positive critical

Findings1561w+78
Leadership233w+87
Safeguarding51w−11
What needs to improve94w+67

Strengths

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Concerns

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No strong criticism found.

Next steps

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What the report dwells on

Topics by how often they come up, coloured by how they are described. Open one for an example.

Anatomy of the report

How the report is built, against others of the same type and grade.

Pages: 16
Words of findings: 1,939; about usual (typical 1698)
Reading level: Hard; Flesch 48, typical 43
Average sentence: 14 words
Next steps: 3; typical 3
Hedged sentences: 4%; “some”, “not always”, “most”…

Where the words go

Findings 52%Leadership 8%Safeguarding 2%What needs to improve 3%About the inspection 36%

Full report text

Ferndale Primary School

Address: Ferndale Avenue, Great Barr, Birmingham, West Midlands, B43 5QF Unique reference number (URN): 103982

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

Attendance and behaviour Strong standard

Leaders have established an aspirational attendance culture that motivates pupils to come to school. They have worked extensively to communicate their high expectations with the pupils and families. Leaders systematically track absences for all pupils. They then work intensively to reduce any barriers to attendance. This includes supporting families with advice and guidance from external agencies. As a result, attendance rates for all groups of pupils have improved over time and are above average. Rates of persistent absence have reduced. This is particularly notable for pupils with special educational needs and/or disabilities (SEND).

p.2

Attendance and behaviour Strong standard

Leaders have equally high expectations of how all pupils should behave. They ensure that staff teach and support pupils to know what is expected of them. As a result, the school is calm and purposeful and pupils can focus fully on their learning. Relationships are positive and pupils are proud to be role models for others. During lunchtimes and playtimes, pupils’ behaviour is exemplary. They enjoy playing together and can visit the buddy stop if they need help. Staff make responsive and reasonable adjustments when applying the behaviour policy, which means that pupils with SEND are supported well. Pupils are confident that staff will support them and deal with any concerns that they have, including bullying. Suspensions are used appropriately.

p.2

Personal development and wellbeing Strong standard

Leaders prioritise the personal development of all pupils. They have created an ambitious and inspiring programme that reflects the school’s context. Leaders have carefully designed the curriculum to teach children about diversity. This helps pupils to deepen their understanding of respect and tolerance very well. Pupils visit different places of worship to help them learn about faiths and religions. Fundamental British values are taught in a meaningful way, through assemblies, classwork and experiences. Pupils are able to talk about these values in a mature and knowledgeable way.

p.2

Personal development and wellbeing Strong standard

A carefully planned programme of relationships, sex and health education supports pupils to understand issues, such as puberty and healthy relationships. Staff teach pupils about protected characteristics and ensure that pupils know how to recognise and challenge stereotypes. Leaders have established effective systems to support pupils’ mental and physical health and wellbeing, including ensuring that specialist agencies are available in the family hub.

p.2

Personal development and wellbeing Strong standard

Leaders have developed ‘Ferndale 50’ to broaden pupils’ experiences. For example, pupils meet authors and scientists to support and widen their aspirations. They take part in projects that enhance their understanding of different cultures, such as the South Bengali arts project. As part of this work, pupils visited an exhibition and showcased their own creations. Leaders ensure that all pupils, including those who are disadvantaged and pupils with special educational needs and/or disabilities, fully take part in enrichment opportunities. This allows pupils to develop new interests and talents.

p.2

Expected standard

Leaders empower the junior leadership team by giving them important responsibilities. For example, pupils have helped to create reflection areas throughout the school. They have also installed lending libraries across the site, so that pupils and families enjoy access to a wider range of books. Pupils leave Ferndale very well prepared for their next steps.

p.3

Achievement Expected standard

Pupils typically develop appropriate knowledge and skills in reading, writing and mathematics. While some outcomes in public examinations are variable, most pupils achieve in line with national averages over time. Disadvantaged pupils’ outcomes have been close to national averages. There is a high number of pupils who leave and join the school at different points, which affects published performance information.

p.3

Achievement Expected standard

Leaders are committed to supporting all pupils to make secure progress from their starting points, including those with special educational needs and/or disabilities and those who are at the early stages of learning English.

p.3

Achievement Expected standard

Generally, pupils are well prepared for the next stage of their education. They develop knowledge and skills across the wider curriculum. Pupils talk confidently about their learning and can recall important knowledge from previous learning.

p.3

Curriculum and teaching Expected standard

Leaders have established a broad curriculum that is well organised and builds up knowledge and skills. They have an accurate understanding of the strengths and areas for improvement needed in the quality of teaching. They have supported teachers well to enable them to teach in a more engaging and supportive way. This has had a positive impact on pupils’ attitudes towards learning.

p.3

Curriculum and teaching Expected standard

Teachers have secure subject knowledge. They explain new learning by breaking it down into manageable steps. Typically, teachers adapt their teaching effectively to ensure pupils with additional barriers can access the learning. At times, this is not as precise for pupils with special educational needs and/or disabilities. Teachers ask regular questions to check pupils’ understanding. This means that they address misconceptions quickly and provide additional interventions to prevent any gaps in learning.

p.3

Curriculum and teaching Expected standard

The school prioritises the teaching of reading, writing and mathematics. Overall, this is effective and pupils typically build up their knowledge and skills well. Despite the decline in the 2025 outcomes, the teaching of phonics is generally effective. Pupils begin to learn sounds in Nursery and build on this knowledge through Reception and key stage 1. Pupils read books which are well matched to their needs. Pupils at the early stages of reading have opportunities to practise their skills with well-trained staff to develop their fluency.

p.3

Early years Expected standard

Leaders recognise the importance of the early years to give children the best start in education. They have put in place an ambitious curriculum that identifies the knowledge, skills and vocabulary that children will learn. Teachers use stories and rhymes to support children’s language skills and deepen their understanding.

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Early years Expected standard

Staff care for children and ensure that they feel safe and secure. Teachers make responsive adaptations for children who need additional support, including those with special educational needs and/or disabilities. This enables them to access the learning alongside their peers.

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Early years Expected standard

Interactions between adults and children support most children to make progress. Well- trained staff teach children in the Nursery to develop their independence. As a result, they typically have the confidence and resilience to make a smooth transition to Reception.

p.4

Early years Expected standard

Children are generally taught how to read and write using phonics effectively. Teachers are skilled at supporting children to develop their physical skills, including how to hold a pencil and form letters correctly. However, as children move through the early years, some learning activities do not enable children to build on what they already know and can do. This means that some pupils are not as well prepared for Year 1 as they could be.

p.4

Inclusion Expected standard

Leaders prioritise ensuring that this is an inclusive, welcoming school. They are highly focused on breaking down any barriers to learning and/or wellbeing that pupils may face. Leaders know their pupils well and identify quickly the needs of those who are more vulnerable. This includes those with special educational needs and/or disabilities (SEND).

p.4

Inclusion Expected standard

Typically, the support that pupils with SEND receive reduces barriers to learning. Leaders set out clearly the steps and support that are required to address their barriers. However, for pupils with the most complex needs, leaders do not ensure that targets are consistently reviewed in a timely way. This means that the support is not as precise as it could be.

p.4

Inclusion Expected standard

Leaders ensure staff make effective adaptations to support pupils who speak English as an additional language. This enables them to benefit from studying the same curriculum as their peers. Leaders also support families, who are at the early stages of learning English.

p.4

Inclusion Expected standard

Leaders use additional funding carefully to support disadvantaged pupils to reduce barriers to their learning and/or wellbeing. As a result, these pupils achieve and attend well. The school works closely with external agencies to ensure that vulnerable pupils are well supported. Staff provide effective pastoral support, which helps pupils to feel cared for and develop a sense of belonging.

p.4

Inclusion Expected standard

The school makes appropriate use of alternative provision.

p.4

Leadership and governance Expected standard

Leaders have created a culture of high expectations across the school community. Leaders know the context of the school and the pupils very well. They maintain a careful oversight of pupils’ wellbeing and academic progress and make effective changes, when improvements are needed. For example, the teaching methods leaders have recently implemented, using evidence-based research, are having a positive impact on pupils’ achievement and attitudes to learning. Leaders are consistently ambitious to improve outcomes for all pupils.

p.5

Leadership and governance Expected standard

Leaders routinely consider staff workload and wellbeing. They model professionalism and ensure that staff are listened to. As a result, staff feel well supported and valued. Leaders ensure that staff have the professional expertise to support all pupils. They provide a wide range of professional learning opportunities that are well matched to teachers’ development and bespoke needs.

p.5

Leadership and governance Expected standard

Parents and carers speak positively about the school and trust the support that leaders and staff provide. Leaders prioritise removing barriers for pupils and families. They know their community well and are a first point of contact and support for many families.

p.5

Leadership and governance Expected standard

Governors provide an effective balance of support and challenge to leaders. They are knowledgeable about the work of the school and uphold their statutory responsibilities well. They know what is working and what aspects need further improvement. Governors also make appropriate checks on how leaders manage staff workload and support their wellbeing by visiting the school regularly.

p.5