Goldthorn Park Primary School

Goldthorn Park Primary School

Address: Ward Road, Wolverhampton, West Midlands, WV4 5ET Unique reference number (URN): 144252

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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

Leaders and staff share a relentless drive to ensure that pupils achieve well despite any barriers to learning. Pupils join the school with starting points that are often below those typical for their age, and many have had no prior experience of nursery education. Nevertheless, pupils achieve well because leaders have established high expectations and ensure that support is carefully tailored to pupils' needs. Pupils who speak English as an additional language are particularly well supported to develop the language and communication skills they need to access learning successfully.

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Achievement Strong standard

Published outcomes show that disadvantaged pupils achieve very well. Pupils with special educational needs and/or disabilities and those facing other barriers to learning make substantial progress from their starting points. Across the wider curriculum, pupils achieve well and produce high-quality work, particularly in subjects such as reading, history and art.

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Achievement Strong standard

Over time, key stage 2 pupils consistently achieve results above or close to the national average. Pupils who are disadvantaged consistently outperform other disadvantaged pupils nationally and, at times, all pupils nationally.

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Curriculum and teaching Strong standard

Leaders are ambitious for all pupils and have designed a curriculum that is clear, progressive and well sequenced from the early years onwards. Staff receive training that helps them deliver the curriculum effectively. Leaders make astute decisions about the curriculum, its sequencing and any adaptations. They have ensured that pupils revisit the most important knowledge they need to be successful in all subjects. As a result, pupils learn well and build their knowledge and skills securely over time.

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Curriculum and teaching Strong standard

Teachers have secure subject knowledge and model learning effectively. They provide opportunities for pupils to practise, apply and deepen their understanding. Subject-specific vocabulary is taught and modelled well. Assessment is used effectively to identify pupils' needs and inform next steps.

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Curriculum and teaching Strong standard

Leaders place a sharp emphasis on developing pupils' foundational knowledge, including spelling, punctuation and handwriting. In the vast majority of cases, pupils present their work neatly and develop secure writing habits over time. Leaders have rightly identified handwriting and presentation as their next priority so that pupils' written work matches the high quality seen elsewhere.

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Curriculum and teaching Strong standard

For pupils who are new to the school and the country, teachers focus on ensuring that they secure the knowledge they need to succeed. Leaders have deliberately planned systems to ensure pupils secure the knowledge they need. For example, staff pair new arrivals with buddies working at the expectations for their year group, helping them settle and access learning quickly.

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Early years Strong standard

Leaders have established high expectations and an ambitious curriculum that enables children to flourish from their starting points. Staff know children well and use assessment information effectively to plan learning that meets individual needs. Leaders have created a stimulating learning environment, both indoors and outdoors, that successfully promotes all areas of learning.

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Early years Strong standard

Leaders have designed a very well-sequenced early years curriculum. Leaders have further refined this to meet the needs of children and the school community. There is a specific focus on ensuring children establish firm foundations for learning in communication, physical development and personal development. Staff are adept at weaving these areas into as many learning activities as possible.

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Early years Strong standard

Staff focus on developing children's language and vocabulary. For example, in Reception, when drawing sea creatures, adults discuss words such as 'jellyfish', 'spiky' and 'tentacle'. Children use these with confidence.

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Early years Strong standard

Leaders make sure that staff pay particular attention to children who have misconceptions or gaps in their learning. For example, taking small groups of children to a quieter space to reinforce their counting and understanding of numbers to 5.

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Early years Strong standard

Children achieve well across all areas of learning. Staff make the most of every interaction to further extend and embed learning. Children learn to focus and sustain their interest in activities. This prepares them very well for key stage 1.

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Inclusion Strong standard

Inclusion is at the heart of the school. Leaders describe pupils' additional needs as being their 'superpowers'. Rigorous and robust systems ensure that pupils' needs are identified early. For example, leaders establish effective relationships with external professionals before pupils start school. This enables pupils with special educational needs and/or disabilities (SEND) to have the right provision from the moment they start. Leaders ensure that staff receive effective training and support in order to devise and implement 'individual learning support plans' for pupils with SEND. These plans remove pupils' barriers to learning wherever possible. As a result, pupils achieve well from their starting points.

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Inclusion Strong standard

Disadvantaged pupils are particularly well supported. This is because leaders have a very secure understanding of the challenges these pupils face. Leaders are relentless in making sure that additional funding makes a difference, adapting provision quickly where necessary.

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Inclusion Strong standard

While having English as an additional language is not seen as a barrier in itself, leaders ensure that support is quickly put in place so pupils develop sophisticated language and communication skills. This support is highly effective and ensures that pupils rapidly acquire the language that they need to learn well and succeed in school.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the school's strengths and areas for development. They use evidence-informed information to identify clear priorities for improvement and ensure that pupils' best interests are at the heart of decision-making. Leaders at all levels prioritise key areas, including safeguarding and attendance. They use detailed analysis to identify and provide appropriate support where needed.

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Leadership and governance Strong standard

Staff are highly positive about leaders' support. They describe the school as a caring environment where leaders are approachable and considerate of staff wellbeing. Leaders take effective steps to manage their workload, including thoughtful planning and protected time for subject leadership responsibilities. Staff value the professional learning opportunities available to them. Professional learning in special educational needs and/or disabilities, behaviour and attendance strengthens staff expertise and supports improvements across the school.

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Leadership and governance Strong standard

Leaders have established a deeply embedded culture of safeguarding. Staff understand procedures well, know how to report concerns and work effectively to support vulnerable pupils and families. Relationships throughout the school are characterised by openness, trust and mutual respect.

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Leadership and governance Strong standard

Parents are overwhelmingly positive about the school. They value the clear communication from leaders and recognise the school's commitment to supporting pupils' academic, personal and social development. Trustees work effectively to provide appropriate challenge and support. They fulfil their statutory responsibilities well and maintain a strong focus on the quality of education, safeguarding, attendance and staff wellbeing.

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Personal development and wellbeing Strong standard

Leaders provide pupils with a wide range of well-planned opportunities during their time at school. This builds pupils' character and self-belief effectively. The school's personal, social, health and economic education curriculum helps pupils learn important skills. For example, older pupils can speak in detail about the features of different relationships. Leaders adjust the curriculum quickly to address risks pupils may face, including online risks to their safety and wellbeing.

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Personal development and wellbeing Strong standard

Pupils take pride in the wealth of opportunities they are provided with to lead in school. For example, school councillors, subject ambassadors, sports leaders and playleaders. Every pupil plays their part. They say, 'We are proud to help our teachers and each other'.

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Personal development and wellbeing Strong standard

Pupils' talents and interests are extremely well considered. Leaders provide a wide range of clubs to ensure there is something for everyone. These include 'get crafty', dance, choir and drama. Leaders ensure that there are no barriers to attending. Talents are celebrated in an annual 'Goldthorn's Got Talent' event.

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Personal development and wellbeing Strong standard

Carefully planned trips and visits support pupils' learning across the curriculum. For example, pupils explained how a visit to a Victorian town helped them to understand the Industrial Revolution in history. Pupils develop a highly effective understanding of spirituality. For example, in science, pupils discuss big questions that stem from their curiosity about the

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Expected standard

The school's pastoral team provides a consistent and effective offer of support. Pupils value this. They know how to use 'reflection stations' in class if they struggle to control their emotions. The lunchtime wellbeing programme helps pupils feel positive about themselves and others.

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Expected standard

Differences are fully celebrated at this school. Leaders say this is 'What brings this school together'. Pupils understand the range of cultures, faiths and relationships that exist in society. Pupils become tolerant and respectful citizens who are well prepared for life in modern Britain.

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Attendance and behaviour Expected standard

Leaders are relentlessly ambitious about improving attendance and continue to work to reduce persistent absence. Leaders have made attendance a clear priority. Pupils' attendance is broadly in line with national averages and continues to improve over time. Leaders monitor attendance carefully and act quickly when concerns are identified. They work constructively with families and work effectively with external agencies. This helps pupils overcome barriers to regular attendance. However, further work remains to be done with families who choose to take extended holidays during term time.

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Attendance and behaviour Expected standard

Staff welcome pupils warmly at the start of the day. This helps pupils feel safe, valued and ready to learn. Behaviour across the school is calm, respectful and purposeful. Pupils understand the clear expectations for conduct, and staff apply them consistently. In lessons, pupils are attentive and engaged. Staff intervene promptly and sensitively when pupils need reminders. They make appropriate adaptations for pupils with special educational needs and/or disabilities or additional needs. As a result, these pupils manage their behaviour successfully and take part fully in learning. Pupils speak positively about relationships in the school and say that bullying is rare. When incidents occur, pupils are confident that staff address them swiftly and effectively. Pupils show respect for difference and demonstrate kindness towards each other.

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

Pupils thrive at this happy and caring school. Here, pupils' backgrounds, languages, and differences are embraced and celebrated. Pupils who speak English as an additional language are supported in accessing learning through carefully planned guidance and support. Pupils with special educational needs and/or disabilities are supported to flourish. Any barriers to learning are swiftly overcome. This ensures that all pupils progress well from their starting points and meet the leaders' high expectations. Each morning, pupils are greeted by warm and caring staff. Pupils share this enthusiasm by welcoming visitors to their school with a firm handshake and an enthusiastic 'good morning'. The school's 'golden' values of growth, optimism, leadership, determination, excellence and nurture underpin all aspects of school life. Pupils are dedicated to their education, and as a result, their behaviour is consistently positive. This view is shared by parents and carers,

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

The school experiences high levels of pupil movement and changing cohorts. A pupil-led 'welcome committee' ensures new pupils settle into school life and make friends quickly. Pupils form strong and lasting friendships. They care deeply for one another. Bullying is rare. Should it occur, pupils feel confident to raise concerns with trusted adults, who they know will deal with any issues effectively. The pupil 'safety squad' support leaders in ensuring the school is a safe place to be.

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

The youngest children get off to a flying start in the early years, where warm relationships and a rich curriculum build firm foundations.

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

Pupils benefit from a wide and diverse personal development offer, including some highly effective work on careers. For example, leaders have designed a pre-Gatsby framework that includes assemblies and visits from the police, engineering companies, authors, the fire service, Olympic athletes and dance teachers. This culminates in an annual careers fair for Years 5 and 6. Pupils talk positively about this and how this raises their aspirations for their future.

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Next steps

Leaders should continue to refine and embed their identified priority for handwriting and presentation in order to achieve exceptional standards of writing across the curriculum. Leaders should continue to sustain the upward trend in attendance by continuing to work with families to reduce persistent absence where it exists.

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About this inspection

This school is part of Elston Hall Learning Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gavin Hawkins, and overseen by a board of trustees, chaired by Gill Bladon.

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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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Team inspectors:

Donna OToole, Ofsted Inspector Rob Johnstone, Ofsted Inspector Barry Yeardsley, His Majesty's 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 14 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.

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What does this mean?

Inspectors spoke with the headteacher, the deputy headteacher, the assistant headteacher, the special educational needs coordinator and the designated safeguarding lead. They spoke with trustees, including the chair, and members of the school's academy council.

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What does this mean?

The school does not make use of any alternative provision.

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What does this mean?

Headteacher: Rachel Purshouse 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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average

2024/25 (final) 65% 62% Close to average

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average

2022/23 (final) 63% 60% 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) 80% 75% Close to average

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average

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

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average

2022/23 (final) 73% 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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average

2024/25 (final) 73% 72% Close to average

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average

2022/23 (final) 73% 71% 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) 73% 74% Close to average

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average

2022/23 (final) 73% 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) 52% 47% Close to average

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average

2022/23 (final) 52% 44% 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

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

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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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average

2024/25 (final) 55% 59% Close to average

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average

2022/23 (final) 64% 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) 59% 61% Close to average

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average

2022/23 (final) 64% 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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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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Urgent improvement

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