Blowers Green Primary School

Blowers Green Primary School

Address: Blowers Green Road, Dudley, West Midlands, DY2 8UZ Unique reference number (URN): 147708

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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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Achievement Strong standard

Pupils are very well prepared for the next stage of their education. They develop the knowledge and skills required across the whole curriculum. The work that pupils produce is consistently of a high standard across the curriculum. Attainment in national tests is consistently above national averages. This reflects the depth of pupils’ knowledge and understanding in reading, writing and mathematics.

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Achievement Strong standard

Vulnerable pupils, including disadvantaged pupils and those with special educational needs and/or disabilities, consistently achieve well from their starting points. These pupils develop appropriate knowledge and skills across the curriculum. As a result, vulnerable pupils develop basic knowledge and skills well. Gaps in their knowledge and skills are closing swiftly.

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Achievement Strong standard

Pupils who speak English as an additional language consistently achieve well from their starting points. They are well supported to gain the language they need to access the full curriculum. Gaps in their knowledge are identified and successfully addressed.

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Attendance and behaviour Strong standard

Leaders actively promote attendance with parents, carers and pupils. They meticulously check how often pupils attend school. Leaders remove any barriers that prevent regular attendance. As a result, most pupils attend school regularly and understand its importance.

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Attendance and behaviour Strong standard

Leaders set clear expectations for how pupils should behave. Pupils understand and rise to these expectations. Relationships throughout the school are positive, supporting an environment where pupils feel respected and supported. Staff model appropriate behaviour and reinforce expectations through consistent practice. Pupils behave incredibly well in lessons and contribute positively to learning. Classrooms are calm and focused, allowing pupils to engage fully in their work. Pupils show enthusiasm and commitment to their learning. During social times, behaviour remains very positive. Pupils participate in purposeful and cooperative play during playtimes. The environment is safe, calm and supportive.

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Attendance and behaviour Strong standard

Bullying and unkind behaviour are rare. Staff respond promptly and effectively when any concerns arise. Pupils also have strategies to resolve minor conflicts independently as needed. They treat others with respect, demonstrating politeness in their interactions. Older pupils act as positive role models for younger children.

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Curriculum and teaching Strong standard

Leaders have carefully reviewed and refined the curriculum so that knowledge is taught in depth. Each subject is very well planned across year groups, with clear end points and logical sequencing of knowledge and skills. Leaders ensure that staff have the right subject knowledge needed to teach effectively across the curriculum. Teaching is consistently effective. Staff understand what to teach and when, and they adapt lessons to meet the needs of individual pupils. Checks on learning are embedded within practice, allowing staff to identify misconceptions quickly. Staff address misconceptions swiftly and comprehensively. This helps pupils make steady progress across the curriculum.

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Curriculum and teaching Strong standard

Leaders and staff identify pupils who have gaps in their basic knowledge and skills. Where gaps are identified, targeted support is implemented. This support is structured and tailored to meet individual needs. This ensures that pupils can keep up with the demands of the curriculum. As a result, pupils receive the guidance they need to develop key knowledge and skills to secure learning over time.

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Curriculum and teaching Strong standard

Overall, teaching supports pupils in building the knowledge and understanding they need across the curriculum. This helps pupils to progress through the curriculum so that they are well prepared for future learning.

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Inclusion Strong standard

This is a highly inclusive school. Leaders create an environment where pupils are supported and able to succeed. Leaders have ambitious expectations for every pupil, including those who face barriers to their learning and/or wellbeing.

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Inclusion Strong standard

Staff receive highly effective training that enables them to identify pupils' needs swiftly and accurately. They know pupils well and adjust teaching approaches carefully so that all pupils can access the curriculum. This means that pupils are skilfully supported to enable them to access the same curriculum as their peers and everything that the school has to offer.

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Inclusion Strong standard

Staff work closely with families and external agencies to fully understand pupils’ needs. This includes pupils with special educational needs and/or disabilities, those who are disadvantaged and pupils requiring additional wellbeing support. External advice is applied consistently and supported by staff expertise in meeting a range of needs. Leaders meticulously track pupils' progress and introduce strategies at the right time. This ensures that pupils thrive.

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Inclusion Strong standard

Pupil premium funding is successfully used to support disadvantaged pupils. As a result, they receive the support they need to readily engage with learning and wider opportunities. Leaders carefully track the progress of these pupils, making sure that the right strategies are implemented.

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Leadership and governance Strong standard

Leaders communicate a clear and ambitious vision that prioritises the needs of all pupils, particularly those who are the most vulnerable. Decisions are made with pupils’ best interests in mind, and the curriculum reflects high expectations. Leaders ensure that staff have the knowledge and skills needed to support learning effectively. Rigorous analysis of school performance allows leaders to identify strengths and areas for improvement accurately. A well-established professional learning culture supports staff development. Staff engage with training and take ownership of improving their practice. The trust contributes by sharing relevant research, helping to enhance staff expertise and support improvements. This contributes to positive outcomes for pupils by the end of Year 6.

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Leadership and governance Strong standard

Trustees and members of the local advisory committee understand their roles and ensure that the school's vision is clearly communicated to staff, parents and pupils. They have a secure understanding of the school's context, including challenges relating to school readiness in the early years. Consideration of staff workload and wellbeing is embedded in decision-making processes. As a result, staff feel supported and valued. This contributes to a positive working environment that benefits pupils’ experiences and outcomes.

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Personal development and wellbeing Strong standard

Pupils benefit from a well-structured personal development programme designed to reflect the school's context and values. The programme provides a wide range of opportunities that support pupils in developing knowledge, confidence and understanding of the world around them. Pupils engage with experiences that broaden their perspectives, including learning about different cultures and beliefs. Pupils develop a secure knowledge of the personal development programme.

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Personal development and wellbeing Strong standard

Pupils demonstrate that they understand fundamental British values such as democracy and the rule of law and demonstrate this in their interactions. Pupils respect the beliefs and opinions of others. They learn about how to stay safe online and in the local community and have lots of sensible strategies for doing so.

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Personal development and wellbeing Strong standard

Pupils are taught about making healthy choices. They understand features of a healthy relationship. Pupils understand about kindness and the importance of helping others.

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Personal development and wellbeing Strong standard

Pastoral support is highly effective. Pupils know that there are specific wellbeing and mental health support staff that they can talk to in school. Dedicated wellbeing staff are available to support pupils through highly effective and structured pastoral approaches. Pupils find this support very helpful and are confident to access this.

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Personal development and wellbeing Strong standard

Pupils’ talents and interests are actively encouraged through a wide range of extra-curricular and enrichment opportunities. Pupils learn to sing in a choir and at large concerts. They have the opportunity to learn to play a range of instruments, including the ukulele. The school has its own art gallery and museum. Pupil curators help to organise these spaces. Pupils regularly visit the school gallery and museum. As a result, they develop an appreciation of art and knowledge of historic artefacts.

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Personal development and wellbeing Strong standard

Pupils are taught about potential careers linked to the curriculum. This is ambitious and goes beyond what is expected at this stage.

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Early years Expected standard

Leaders demonstrate a secure understanding of early years education, informed by research and careful monitoring of children's progress. They have a clear vision for teaching and learning, which staff follow. Curriculum planning takes account of children's starting points, ensuring that learning meets their needs. Gaps in knowledge are identified quickly and addressed, including areas such as physical development.

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Early years Expected standard

Staff receive relevant training, including programmes focused on communication and language development. This equips staff with the right knowledge to support children's vocabulary effectively. Staff use this training to provide meaningful interactions to develop children's language skills successfully. However, opportunities for high-quality interactions are not fully maximised.

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Early years Expected standard

Staff make regular and detailed checks on children's understanding and identify any gaps. Activities are adapted to address misconceptions. This ensures that children develop knowledge and skills across each of the different areas of learning.

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Early years Expected standard

Transition arrangements are carefully planned so that staff in Year 1 have a clear understanding of each child's needs. Phonics is prioritised and taught consistently well, supporting early reading development successfully. Overall, children receive a nurturing start to their education, and most are ready for the next stage of school.

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

Pupils know that leaders are aspirational for them. They experience a high-quality education that prepares them very well for the next stage in their education. Any challenges or barriers that pupils face are noticed and addressed swiftly. This ensures that pupils thrive.

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

Some pupils join the school part way through a year or key stage. These pupils are welcomed and quickly made to feel part of school life. Pupils are valued and enjoy coming to school. Staff are incredibly caring here. Pupils feel safe.

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

Pupils behave very well. They engage in purposeful learning and get along well with their peers. Bullying occasionally occurs and is dealt with swiftly to make sure that it stops. Pupils understand the importance of attending school regularly. As a result, most pupils attend school regularly.

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

Pupils are encouraged to take on one of the many leadership roles such as junior leadership team and prefect. They are encouraged to play a full part in their civic duty, helping to improve the local community. Pupils have a positive impact in their school and local area, such as through litter picks and fundraising events.

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

Pupils can take part in a range of inclusive extra-curricular activities such as multi sports, cricket and learning to play an instrument such as the violin. Pupils are consulted on their talents and interests and this shapes the extra-curricular activities on offer. Pupils have the

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Team inspectors:

Jane Edgerton, Ofsted Inspector Harjit Chahal, Ofsted Inspector

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Facts and figures used on inspection

opportunity to represent their school in sporting competitions in, for example, girls and boys football matches. Pupils benefit from a wide range of curriculum enrichment opportunities. These include an annual outdoor education residential. Pupils attend visits to museums linked to the history curriculum and have completed a visit to a local zoo to learn about animals. Visits are carefully planned into the curriculum to enhance their learning.

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Next steps

Ensure that high-quality interactions in the early years are consistently maximised.

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About this inspection

This school is part of Dudley 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, Jo Higgins, and overseen by a board of trustees, chaired by Judith Humphry.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005. 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 school leaders, including the headteacher, deputy headteacher and other leaders. They also spoke with representatives of the trust, including the chief executive officer, executive leaders, the chair of the trust board, trustees and members of the local advisory committee. Inspectors spoke with a representative of a virtual school.

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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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About this inspection

Headteacher: Zoe Adams 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.

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About this inspection

The inspector(s) used this data during the full inspection on 2 June 2026

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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 6 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 needs support 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

2022/23 (final) 77% 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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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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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

2022/23 (final) 64% 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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Disadvantaged pupils reaching the expected standard in mathematics

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

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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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national average

2024/25 (3 term) 5.0% 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) 11.3% 13.0% Close to average

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national average

2023/24 (3 term) 13.6% 14.6% Close to average

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national average

2022/23 (3 term) 18.8% 16.2% 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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