Glenmead Primary School

Glenmead Primary School

Address: Glenmead Road, Birmingham, West Midlands, B44 8UQ Unique reference number (URN): 103320

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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 Expected standard

Children settle quickly into the early years and develop positive relationships with staff in a caring environment where they feel safe and supported. Clear routines help children develop independence and establish positive attitudes towards learning.

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Early years Expected standard

Leaders have designed a curriculum that helps children build knowledge and skills over time. Staff are well supported to deliver this curriculum and develop a secure understanding of children’s starting points through close work with families and ongoing assessment. They identify barriers to learning and wellbeing, including for those pupils with special educational needs and/or disabilities. Staff provide appropriate support to help children access learning successfully.

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Early years Expected standard

Reading is promoted well. Staff share stories and rhymes regularly and encourage children to enjoy books from the outset. Children learn to read through a structured phonics programme that is taught consistently well.

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Early years Expected standard

Staff teach the key foundations that children need for their future learning. Early mathematics supports children in developing their understanding of number, pattern and shape. Across the curriculum, staff combine direct teaching with creatively planned activities that help children practise and apply their learning.

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Early years Expected standard

During lessons and play, staff generally use questioning and model language to extend children’s understanding. They typically encourage children to talk about their ideas and experiences, helping to develop communication and thinking skills.

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Early years Expected standard

By the end of Reception, most children are well prepared for the move to Year 1.

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Inclusion Expected standard

This is an inclusive school where leaders and staff know their pupils well. This enables them to understand the barriers that may affect pupils’ learning or wellbeing. Leaders have accurate oversight of key groups, such as those eligible for pupil premium, those with special educational needs and/or disabilities and those known or previously known to children’s social care. Leaders have high expectations of all pupils to achieve their potential, regardless of any disadvantage.

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Inclusion Expected standard

There are well-designed systems to identify and assess pupils’ needs. Leaders provide training for staff on how to adapt their teaching so that all pupils can access the curriculum. However, these adaptations are not consistently and effectively applied across all classes and subjects. Leaders regularly check how well pupils progress through the curriculum. Any necessary support is provided to help disadvantaged pupils catch up with their peers.

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Inclusion Expected standard

Leaders ensure that the extra funding they receive for disadvantaged pupils is used wisely. While the pupil premium grant has a positive impact on supporting disadvantaged pupils' learning and wellbeing, its impact on improving attendance is less evident. The school works closely with families and a range of specialist services. This informs the teaching and shapes pupils’ next steps in their education.

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Leadership and governance Expected standard

The newly formed leadership team is deeply committed and wants the very best for every pupil in their care. It has a clear understanding of the school's strengths and areas for development. This is underpinned by a well-defined vision and ethos, which ensures that actions are prioritised effectively in the best interests of pupils. Leaders understand the school's context well. They promote an inclusive environment where every individual is respected and supported.

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Leadership and governance Expected standard

Governors are engaged, knowledgeable and committed to the school's success. They have a clear understanding of the school's priorities and maintain a focus on inclusion. They use their expertise to support leaders and hold them to account appropriately.

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Leadership and governance Expected standard

Leaders provide a range of training opportunities, which support staff at all stages of their careers. Leaders place an emphasis on staff wellbeing, particularly in relation to managing workload. Leaders have been very mindful of this when implementing recent changes. Staff are highly appreciative of this. There is a clear recognition of the importance of supporting staff to maintain a healthy work–life balance. This approach contributes to a positive working environment where staff morale is high and individuals feel respected and valued.

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Leadership and governance Expected standard

Leaders foster collaboration beyond the school. Relationships with parents and carers are positive, constructive and based on mutual respect. Leaders actively promote close partnerships, which contribute to a supportive and engaged school community. They work closely with other organisations and professionals to enhance expertise and share effective practice. This commitment to ongoing professional learning strengthens the quality of the provision. These partnerships ensure that pupils receive well-coordinated and consistent support.

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Personal development and wellbeing Expected standard

Leaders have implemented a well-planned personal development programme that supports pupils’ wider development effectively. Pupils demonstrate an age-appropriate understanding of personal development. Older pupils discuss relationships, health and wider social issues with confidence. They describe healthy relationships in terms of kindness, mutual respect and equality. Pupils know how to keep themselves safe, including online. They talk confidently about treating others fairly and describe the school as an inclusive environment where everyone is valued.

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Personal development and wellbeing Expected standard

The curriculum promotes diversity and inclusion well. As a result, pupils speak thoughtfully about different cultures and religions. They show respect, tolerance and an appreciation of difference. Pupils also develop an understanding of fundamental British values, including democracy and the rule of law.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils benefit from a broad range of enrichment opportunities, including residential visits, yoga, gardening, choir, dance and art clubs. These experiences help pupils

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Needs attention

develop new interests and talents that broaden their understanding of the world around them.

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Needs attention

The school takes steps to ensure that all pupils can access its wider offer. Staff make adaptations where needed so that activities remain accessible to everyone. Leaders use additional funding effectively to provide individual support and widen the experiences of disadvantaged pupils beyond the classroom.

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Needs attention

Pupils benefit from a variety of leadership opportunities that promote responsibility and contribute to their personal growth. Character development is woven throughout school life and reinforced through initiatives such as ‘Shining Star’ and role model awards. These initiatives celebrate pupils' positive attitudes, confidence and personal achievement.

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Needs attention

Pastoral support further strengthens pupils’ wellbeing. Trained staff provide targeted support that helps pupils manage their emotions and overcome challenges. As a result, pupils feel well supported and are prepared for the next stage of their education and life beyond school.

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Achievement Needs attention

Some pupils do not secure the foundations they need, especially in writing. Some pupils demonstrate variable success in handwriting, spelling and grammar. Some find it difficult to remember their prior learning. They sometimes have gaps and errors that have gone unaddressed, which hinders the rate of progress. These weaknesses limit some pupils’ readiness for the next stage of their education. Published results from national tests at the end of key stage 2 reflect this picture, particularly with writing and mathematics. However, national test data does evidence an improvement in outcomes last year.

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Achievement Needs attention

Younger pupils are making more secure progress through the curriculum, particularly in reading and early writing. Leaders’ work to strengthen reading, writing and mathematics is beginning to have an impact, but this is not yet embedded or consistent.

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Achievement Needs attention

Pupils with special educational needs and/or disabilities typically make suitable progress from their varied and individual starting points.

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Attendance and behaviour Needs attention

Attendance is not high enough for all pupils. Leaders have a clear understanding of the barriers that some families face and work proactively to improve pupils' attendance. They monitor attendance information, build positive relationships with families and collaborate closely with external agencies to provide tailored support where needed. These actions have resulted in improved attendance for some pupils, including those with special educational needs and/or disabilities, enabling them to engage more fully in school life. However, leaders recognise that attendance remains too low for persistently absent pupils. Pupils' behaviour across the school is positive. Leaders have established a calm and orderly environment where pupils of all ages cooperate well and understand what is expected of them. Pupils typically move sensibly around the school, follow routines and respond positively to staff guidance. They are polite, respectful and considerate towards both adults

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Attendance and behaviour Needs attention

and their peers. In lessons, most pupils listen attentively, remain focused and engage well with their learning. Staff provide effective support for pupils who find it more difficult to meet behaviour expectations, adapting their approaches to meet individual needs. Pupils report that bullying is rare; they are confident that staff will listen to any concerns. Pupils trust adults to deal with incidents of unkind behaviour promptly and effectively, helping to maintain a safe, supportive and respectful school community.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the quality of the curriculum and teaching across the school. The reading and writing curriculums are currently being reviewed as leaders have identified that the sequencing of these subjects needs to be strengthened. As a result, not all pupils secure the knowledge in reading and writing as quickly as they should. Leaders recognise this and are taking appropriate action to strengthen both the curriculum and the delivery of these subjects.

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Curriculum and teaching Needs attention

The new approach to the teaching of mathematics is increasingly consistent across classes. Mathematics is typically taught well, and staff demonstrate secure subject knowledge.

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Curriculum and teaching Needs attention

The wider curriculum is broad and ambitious. It clearly sets out the knowledge pupils should learn and remember over time. Leaders ensure that staff have the subject knowledge to teach subjects well.

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Curriculum and teaching Needs attention

Adaptations to support pupils with special educational needs and/or disabilities are not always precise enough. At times, this prevents pupils from learning as well as they should. Teachers explain concepts clearly and help pupils to use the correct subject vocabulary to explain their thinking.

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Curriculum and teaching Needs attention

For some pupils, teachers do not address errors in their handwriting, spelling and grammar consistently well. This results in some pupils making slower progress in writing.

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Curriculum and teaching Needs attention

The teaching of early reading is a strength. Phonics is taught effectively, and staff provide prompt support for pupils who need to catch up.

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

Pupils at Glenmead feel safe, happy and valued. Staff build positive relationships with pupils and families and greet them warmly each morning. Pupils trust adults and know that staff care about their wellbeing. Pupils have regular opportunities to talk about their feelings and experiences. This helps them feel settled and ready to learn. Pupils with special educational needs and/or disabilities value the support they receive and speak positively about the care and encouragement staff provide. Pupils enjoy school and the many opportunities available to them. They are polite, respectful and welcoming towards others. They typically behave well around the school and work hard in lessons. Bullying and discriminatory behaviour are rare, and staff deal with any incidents swiftly and effectively.

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

Some pupils are not as well prepared for the next stage of their education as they could be. Gaps in their spelling, grammar and handwriting slow progress in writing for some pupils. In addition, some pupils do not attend school as regularly as they should. This means they miss important learning and wider experiences.

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

Children make a positive start to their education in the early years. From their first days in school, adults help them settle quickly into routines and become confident learners. Staff teach phonics consistently well from the start of Reception. As a result, children make secure progress in reading across the early years and into key stage 1.

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

Pupils are proud to be members of their school and local community. They enjoy a wide range of enrichment opportunities, including clubs, outdoor learning and community events. Leaders ensure that all pupils can take part and benefit from these experiences. These opportunities broaden pupils’ horizons, develop confidence and strengthen their understanding of life in modern Britain.

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

The school’s caring and inclusive culture helps pupils feel supported and respected. Positive relationships between staff and pupils underpin daily life at Glenmead and contribute to a calm and purposeful learning environment.

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Next steps

Leaders should ensure that the revised reading and writing curriculums are coherently sequenced and progressive, enabling pupils to build on and secure foundational knowledge and skills, particularly in relation to spelling, grammar, punctuation and handwriting. Leaders should ensure that checks on pupils' learning consistently identify and address errors, to limit the risk of these errors being repeated over time. Leaders should ensure that adaptations to learning are carefully matched to pupils’ individual starting points. Leaders should continue to reduce persistent absenteeism, both overall and for all groups of pupils.

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About this inspection

The chair of the board of governors in this school is Brendan Hilton.

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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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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Karen O'Keefe, Ofsted Inspector Debbie Newman, Ofsted Inspector

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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.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 7 July 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. 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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What does this mean?

Inspectors spoke with the headteacher, assistant headteachers, special educational needs coordinator, middle leaders, school bursar, chair of governors, members of the local governing body, school improvement partner, staff, parents and pupils during the inspection.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school currently uses no alternative provision.

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What does this mean?

The school has undergone a significant change since the last inspection. A new headteacher was appointed in November 2025.

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What does this mean?

Headteacher: Louise Spencer National average: 272

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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. National average: 15%

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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) 57% 62% 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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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) 73% 72% Close to average

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average

2023/24 (final) 70% 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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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) 50% 47% Close to average

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average

2023/24 (final) 33% 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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average

2022/23 (final) 50% 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) 70% 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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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) 4.8% 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) 13.2% 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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