Kates Hill Primary School

Kates Hill Primary School

Address: Peel Street, Dudley, West Midlands, DY2 7HP Unique reference number (URN): 144080

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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 Expected standard

Pupils typically make secure progress across the curriculum and in a range of subjects. Outcomes in national assessments are now broadly in line with national averages and have improved over time. As a result, pupils are increasingly well prepared for the next stage of their education.

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Achievement Expected standard

Outcomes in phonics are generally close to national figures, helping most pupils develop the reading skills they need to move successfully into the next phase of learning. Results in mathematical fluency, at the end of Year 4, are also broadly in line with national averages, reflecting pupils' growing fluency and confidence.

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Achievement Expected standard

Disadvantaged pupils and those with special educational needs and/or disabilities typically make appropriate progress from their starting points. Leaders support this through targeted academic provision alongside effective pastoral care and wider support beyond the classroom.

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Achievement Expected standard

However, some inconsistencies in teaching remain. Some pupils, particularly in writing, do not secure key knowledge as rapidly as they could because, at times, feedback does not identify and address errors quickly enough. This means that gaps in spelling, grammar, punctuation and handwriting persist for some pupils and can slow their progress over time.

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Attendance and behaviour Expected standard

Leaders take a relentless approach to improving attendance. Pupils' attendance has improved each year over the last three years and is now closer to national figures. This improvement has come despite significant challenges. For example, many pupils join the school at non-standard times. Many arrive with disrupted education or complex personal circumstances. Leaders work closely with families and external agencies to reduce barriers to attending. They provide targeted support and monitor attendance carefully. As a result, figures have improved for all groups, including disadvantaged pupils and pupils with special educational needs and/or disabilities. Persistent absence remains higher than national levels. However, leaders have reduced rates year on year and remain committed to further improvement.

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Attendance and behaviour Expected standard

Expectations for behaviour are clear and consistent. Staff promote the school's values through positive relationships and established routines. They identify concerns early and work with families to address issues quickly. As a result, serious behaviour incidents are uncommon and suspensions are used appropriately. Behaviour around the school is typically calm and orderly. Pupils understand expectations and generally show respect towards others. They increasingly take responsibility for their actions. During social times, pupils play cooperatively and treat each other fairly. Staff respond quickly to any incidents and deal effectively with bullying when it occurs. Pupils feel safe and know who to speak to if they have concerns.

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Inclusion Expected standard

Leaders have established systems to identify pupils' needs at an early stage and provide timely intervention. They review provision regularly and ensure that pupils receiving additional help have clear, measurable targets. This allows staff to monitor progress and adjust provision where necessary. Pupils who face barriers to learning access the curriculum alongside their peers and participate fully in school life. Leaders work closely with external agencies, including specialist professionals and alternative provision providers, to secure appropriate support. The school's 'Aspire' provision contributes positively to meeting the needs of pupils with more complex barriers. These pupils are achieving well from their individual starting points. Staff know pupils and their families well and use this understanding to provide personalised pastoral care.

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Inclusion Expected standard

Training helps staff develop and apply inclusive strategies well. Teachers generally make suitable adaptations that support engagement and enable pupils to access learning successfully. Leaders use additional funding appropriately and with clear oversight. This is improving outcomes and widening opportunities. Leaders carefully track progress to evaluate the effectiveness of provision and identify any changing needs. As a result, pupils feel safe, welcome and included within the school community.

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Leadership and governance Expected standard

Leaders, governors and the trust have a secure understanding of the school's context. They know the challenges that pupils and their families face and respond appropriately. They ensure that pupils access the learning, experiences and support they need to prepare them for the next stage of education. Disadvantaged pupils, pupils with special educational needs and/or disabilities, and those known to social care receive timely support. As a result, these pupils typically achieve well and feel part of the school community. Decisions are made with pupils' best interests at the centre.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the school's strengths and areas for development. They identify priorities clearly and focus on the areas that will have the greatest impact. Appropriate strategies are put in place to address weaknesses and sustain improvement. A well-planned professional development programme helps staff develop the knowledge and skills needed to support pupils effectively. Leaders also take staff wellbeing into account and make efforts to manage workload appropriately.

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Leadership and governance Expected standard

The trust provides effective support and challenge. Trust leaders maintain a visible presence and understand the school's context well. Local governors work closely with school leaders to evaluate the school's work and monitor improvement priorities. Together, they fulfil their statutory responsibilities.

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Leadership and governance Expected standard

The school has positive links with the local community. Staff work actively to improve opportunities for children and families. Partnerships with parents continue to improve. Workshops and guidance help families support learning and keep children safe. Leaders continue to strengthen communication with parents, particularly those who face additional challenges or who are new to the school.

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Personal development and wellbeing Expected standard

Pupils experience a broad and coherent personal development programme. Through lessons, assemblies and wider curriculum themes, pupils learn to reflect on their personal views, consider moral issues and contemplate issues from different viewpoints. They are encouraged to cooperate with others and to show respect for different beliefs. Pupils learn about cultural diversity and the importance of tolerance. This is supported by practical application of learning, for example through workshops and visits.

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Personal development and wellbeing Expected standard

The relationships curriculum is thoughtfully planned and builds pupils' knowledge over time. Pupils learn about online and offline risks to their safety. Many can describe how to keep themselves safe. Leaders are reflective and continue to refine the curriculum so that pupils gain a balanced view of life in modern Britain. Pupils can recall key knowledge in relation to fundamental British values.

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Personal development and wellbeing Expected standard

Enrichment opportunities, such as clubs, visits, residentials and leadership roles, broaden pupils' experiences and help them to learn beyond the academic curriculum. Pupils value these opportunities. Leaders promote pupils' personal development through displays and planned opportunities, such as the use of virtual reality headsets, field work, outdoor learning and inviting visitors into school.

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Personal development and wellbeing Expected standard

The school provides well-considered support for pupils to promote their wellbeing. For example, targeted interventions are delivered where needed for pupils who are disadvantaged, as well as for pupils who need support with personal aspects such as confidence, wellbeing or attendance. Staff know pupils well and create an environment where pupils are helped to feel safe, included and well cared for. Reasonable adjustments are made for pupils with special educational needs and/or disabilities so that they can participate fully in the life of the school.

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Curriculum and teaching Needs attention

Leaders have an accurate understanding of the school's strengths and areas for development. They have designed an ambitious curriculum that clearly identifies the knowledge pupils should learn at each stage. Staff generally demonstrate secure subject knowledge, and leaders provide appropriate training to support effective curriculum delivery.

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Curriculum and teaching Needs attention

Leaders have prioritised the development of pupils' spelling, grammar, punctuation and handwriting. However, these aspects of learning are not yet clearly enough planned across the school. As a result, staff do not have sufficient guidance about what pupils should learn and when. Expectations for handwriting, spelling and grammar also vary between classes. Consequently, some pupils continue to have gaps in essential knowledge because teaching and assessment do not always identify or address errors precisely enough.

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Curriculum and teaching Needs attention

Pupils with special educational needs and/or disabilities receive appropriate support and typically access learning alongside their peers. Early reading is taught effectively. The phonics programme provides a structured approach that helps pupils build their reading knowledge securely. The teaching of mathematics is becoming increasingly consistent, and staff generally have the expertise needed to teach both subjects well.

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Curriculum and teaching Needs attention

The wider curriculum is broad and balanced. Leaders have ensured that learning builds progressively over time, enabling pupils to develop knowledge and understanding across a range of subjects.

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Early years Needs attention

The early years curriculum is well sequenced. Leaders have identified clearly the key knowledge and vocabulary children should learn across Nursery and Reception. However, the delivery of the curriculum is inconsistent across the setting. Some staff miss opportunities to promote and extend children's language through purposeful interaction, and activities are not always thoughtfully planned to ensure children build on key learning. This can, at times, also reduce children's engagement.

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Early years Needs attention

Leaders prioritise early reading and mathematics. Most children develop secure early reading skills and begin to use phonics with increasing confidence. Staff introduce and develop early number concepts. Leaders continue to embed consistent teaching to enable children to achieve as well as they can from their individual starting points.

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Early years Needs attention

Children with special educational needs and/or disabilities are identified quickly. Leaders have clear systems in place and work closely with external professionals.

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Early years Needs attention

Staff build warm and positive relationships with children and families. They support children to settle quickly and feel safe. Personal, social and emotional development is prioritised. Children typically cooperate, share and take turns. This prepares them well for the routines of Year 1.

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

Pupils enjoy attending this welcoming and inclusive school, where the school's values shape daily life. Pupils and families feel known and valued. Pupils say they feel safe because adults care, listen and respond when needed. They know who to speak to if they are worried, and they trust staff to help them. Behaviour is typically calm and respectful across the school. Pupils understand the importance of being safe, respectful and responsible. Bullying is rare and pupils are confident that staff deal with concerns quickly and fairly.

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

Pupils feel a sense of belonging. Positive relationships help them feel included and supported. Pupils benefit from a range of experiences, including visits, workshops and opportunities linked to the local area. These experiences help pupils develop confidence and broaden their understanding beyond the classroom. Pupils with special educational needs and or disabilities are supported to take part fully and feel part of the school community. Pupils generally show positive attitudes to learning and engage well in lessons. However, some pupils have gaps in their knowledge, especially in relation to spelling, grammar, punctuation and handwriting. This means that some pupils are not always as well prepared as they should be for the next stage of their learning. Children in the early years settle well and feel secure, but they are not consistently supported to gain the knowledge and skills needed for Year 1.

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

Leaders are working tirelessly to improve attendance. Year on year, more pupils are attending more regularly. However, some pupils still do not attend school regularly enough. These pupils miss important learning and do not gain the full benefit of the curriculum or the broad opportunities the school offers.

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Next steps

Leaders should ensure that assessment strategies are used consistently well to make appropriate changes to teaching to address any gaps in pupils' knowledge quickly. Leaders should make sure that the teaching of spelling and handwriting is systematically sequenced, enabling pupils to build on prior learning and securely develop key knowledge and skills over time. Leaders should continue to work closely with families to continue to improve attendance and reduce persistent absence for all pupils and groups. Leaders should strengthen opportunities to engage children in the early years in high- quality interactions during independent learning times and ensure consistent delivery of the curriculum across the setting. Leaders should continue to increase engagement with parents and carers.

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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.

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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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About this inspection

Inspectors spoke with the headteacher, deputy headteacher, assistant headteachers, special educational needs coordinator, middle leaders, personal assistant to the headteacher, inclusion safeguarding lead for the trust and school, chief executive officer, chief operations officer, director of modern foreign languages for the trust, chair of the trust board, chair of the local governors, member of the local governing body, virtual school, head of governance, staff, pupils and parents during the inspection.

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About this inspection

The school currently makes use of 1 registered alternative provision.

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Lead inspector:

Victoria Jordan, His Majesty's Inspector

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Team inspectors:

Bogusia Matusiak-Varley, Ofsted Inspector Tracey Porter, Ofsted Inspector Max Vlahakis, 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 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?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England. Headteacher: Louise Woodhouse National average: 300

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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) 64% 62% Close to average

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average

2022/23 (final) 53% 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) 78% 75% 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) 76% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 75% 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) 76% 74% Close to average

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average

2022/23 (final) 78% 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) 58% 47% Close to average

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national average

2023/24 (final) 53% 46% Close to average

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national average

2022/23 (final) 50% 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) 74% 63% Close to average

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average

2023/24 (final) 56% 62% Close to average

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average

2022/23 (final) 54% 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

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 69% 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) 68% 61% Close to average

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average

2023/24 (final) 56% 59% Close to average

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average

2022/23 (final) 69% 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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