Blue Coat Church of England Aided Infant School

Blue Coat Church of England Aided Infant School

Address: Hanch Place, Walsall, West Midlands, WS1 3AF Unique reference number (URN): 104231

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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 achieve highly from their starting points. Leaders identify needs quickly and provide targeted support that enables pupils, including those with special educational needs and/or disabilities and disadvantaged pupils, to make positive progress through the curriculum. Pupils demonstrate deep knowledge, increasing confidence and readiness for the next stage of education.

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Achievement Strong standard

Pupils achieve highly from their starting points and quickly develop the knowledge and skills that they need in reading, writing and mathematics. Phonics outcomes in the Year 1 phonics screening check are consistently in line with or above national averages.

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Achievement Strong standard

Pupils demonstrate a clear understanding of previous learning and build successfully on strong foundations in reading, writing and mathematics. They apply key skills effectively across subjects. Achievement across the school reflects leaders' commitment to ensuring that all pupils succeed and are prepared well for future learning.

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Attendance and behaviour Strong standard

Leaders take a whole-school, proactive and inclusive approach to promoting positive school attendance, and this leads to rapid and notable improvements. Leaders identify concerns early, work closely with families and remove barriers to attendance through targeted support and highly effective relationships. Attendance is now above national averages, particularly for disadvantaged pupils. Persistent absence also reduces across the school because of highly tailored and effective support. Leaders rightly recognise that previous attendance figures reflect exceptional circumstances, including the opening of the specialist resource provision and other factors beyond the school's control. They take swift and effective action to ensure that all pupils attend well and benefit fully from everything the school offers.

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Attendance and behaviour Strong standard

Pupils behave extremely well and demonstrate highly positive attitudes to learning. Clear expectations, rooted in the school's values, help pupils understand how to conduct themselves and contribute positively to the community. Relationships between staff and pupils are respectful and supportive. Leaders use an innovative behaviour tracking system to identify patterns, evaluate interventions and provide support before concerns escalate. The school remains free from discrimination and bullying, and pupils are confident that staff deal with any concerns swiftly. Where needed, personalised plans help pupils regulate their behaviour successfully. This enables all pupils to feel safe and learn in a calm environment.

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Curriculum and teaching Strong standard

Leaders have designed a broad and ambitious curriculum that enables pupils to develop secure knowledge and skills across all subjects. The curriculum places a clear emphasis on reading, phonics, communication, language development and mathematics, ensuring that pupils develop the foundations needed for future success. Leaders sequence learning carefully so that pupils build knowledge progressively over time. Teachers demonstrate secure subject knowledge and deliver learning through clear explanations, effective modelling and purposeful questioning. They break learning into manageable steps and use assessment effectively to identify misconceptions and adapt teaching when required. Classroom routines are well established and support pupils to focus on learning.

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Curriculum and teaching Strong standard

Staff use subject-specific vocabulary consistently and encourage pupils to articulate their understanding with increasing confidence. Adaptations for disadvantaged pupils and pupils with special educational needs and/or disabilities help pupils access the full curriculum successfully, and, as a result, disadvantaged pupils achieve particularly well.

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Curriculum and teaching Strong standard

Pupils deepen their learning through practical experiences, discussion and opportunities to apply their knowledge across different contexts. Pupils’ handwriting is typically neat and purposeful. However, leaders rightly identify further improvement in handwriting as a priority to ensure that pupils consistently produce fluent and well-formed writing from the earliest stages.

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Early years Strong standard

Children receive a highly positive start to their education in the Nursery and Reception Years provision. Leaders set out a clear vision that places children's development, wellbeing and achievement at the centre of their work. Staff create a language-rich environment where children feel safe, secure and eager to learn. Relationships are nurturing and support children to develop confidence and independence from the moment they join the school.

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Early years Strong standard

Leaders use assessment information effectively to identify children's starting points and plan learning that meets their needs. Robust systems ensure that no child or group is overlooked. Communication, language development, early reading and phonics are given a high priority. Staff use skilled questioning, modelling and interaction to extend children's vocabulary and understanding.

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Early years Strong standard

The curriculum is sequenced carefully and builds children's knowledge and skills progressively. Children access a wide range of purposeful learning experiences that prepare them well for future learning. Leaders monitor provision closely to ensure equality of opportunity and full access to the curriculum for all children. Partnerships with parents and carers are particularly effective. Regular opportunities enable families to understand how children learn and how they can support development at home. As a result, children achieve well, develop positive learning behaviours and are prepared effectively for the transition into Year 1.

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Inclusion Strong standard

Leaders know pupils and families extremely well and place inclusion at the centre of their work. They identify needs quickly and use assessment information effectively to provide support that enables pupils to access learning successfully. Staff demonstrate a detailed understanding of pupils' academic, social, emotional and medical needs and make appropriate adaptations that help all pupils participate fully in school life. Leaders have developed a culture of early intervention. They monitor pupils carefully and evaluate the impact of support regularly. The pupil premium strategy targets barriers precisely and helps disadvantaged pupils engage successfully with learning and enrichment opportunities. Provision for pupils with special educational needs and/or disabilities (SEND) continues to expand and meets pupils' needs effectively.

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Inclusion Strong standard

The specialist resource provision offers personalised programmes, careful assessment and a clear focus on successful integration into school life. Staff work closely with external agencies and families to secure appropriate support and ensure pupils receive the help they need at the right time. Pupils who are known (or previously known) to social care benefit from effective partnership working and timely review of individual targets.

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Inclusion Strong standard

The school's values and inclusive ethos create a culture where diversity is celebrated. As a result, pupils from different backgrounds, including those who are disadvantaged, those with SEND or those who speak English as an additional language, participate fully in school life and achieve well.

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Leadership and governance Strong standard

Leadership is highly effective and is driven by a clear commitment to inclusion, achievement and wellbeing. Leaders understand the school's context very well and use this understanding to make informed decisions that benefit all pupils. They evaluate the school's work accurately, identify its strengths and priorities clearly and maintain a relentless focus on continuous improvement. Leaders take the right actions in the best interests of pupils and ensure that improvement strategies have a positive impact. Recent improvements in attendance and provision for pupils with special educational needs and/or disabilities demonstrate the effectiveness of their work.

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Leadership and governance Strong standard

Leaders invest considerably in professional development and build expertise across the school. Staff benefit from high-quality training that strengthens their knowledge, confidence and practice. Leaders create a culture of learning and collaboration where staff continue to develop their skills and refine their effectiveness. They also prioritise staff wellbeing and manage workload thoughtfully. Staff feel valued, respected and supported, and they appreciate the opportunities leaders provide to contribute to the school's development.

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Leadership and governance Strong standard

Leaders work successfully with parents and carers, professionals and the wider community, particularly the schools in the federation. These effective partnerships support pupils' learning, wellbeing and personal development. Parents and carers express positive views about the school and value the support, communication and care provided by leaders and staff.

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Leadership and governance Strong standard

Governors undertake their duties effectively and provide an appropriate balance of support and challenge. They understand the school's priorities, maintain effective oversight of key aspects of provision and hold leaders to account for pupils' outcomes. Leaders and governors work together effectively to realise the school's vision and secure highly positive experiences and outcomes for all pupils.

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Personal development and wellbeing Strong standard

The school places personal development and wellbeing at the heart of its work. Leaders provide a carefully planned programme that helps pupils develop confidence, resilience, character and a sense of responsibility. The curriculum supports pupils' spiritual, moral, social and cultural development seamlessly and helps them understand healthy relationships, diversity, equality and life in modern Britain. The school's values underpin this work and enable pupils to make meaningful links across different aspects of their learning and personal development.

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Personal development and wellbeing Strong standard

Pupils benefit from a wide range of opportunities that enrich their experiences beyond the academic curriculum. Clubs, visits, sporting activities, leadership opportunities and community projects encourage pupils to develop new interests, talents and skills. Careers- related experiences through ‘start small, dream big’ broaden pupils' aspirations and help them understand future possibilities. Leadership roles, including ambassador opportunities, promote independence, responsibility and service to others.

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Personal development and wellbeing Strong standard

Inclusion is evident throughout the school's personal development offer. Leaders understand the needs of their community and ensure that opportunities are accessible to all pupils. Staff make thoughtful adaptations so that pupils with special educational needs and/or disabilities and those who may face additional barriers can participate fully in enrichment activities. Targeted support complements universal provision and ensures that pupils receive the help they need to thrive.

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Personal development and wellbeing Strong standard

Pastoral care is a significant feature of school life. Staff provide highly effective emotional and wellbeing support through mentoring, nurture provision and targeted interventions. Pupils know that adults care about them and will help if they have concerns.

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Personal development and wellbeing Strong standard

The impact of this work is evident across the school. Pupils are confident, respectful and considerate. They understand how to keep themselves safe and demonstrate positive attitudes towards learning and relationships. Pupils leave the school as kind, responsible and thoughtful young people who are well prepared for the next stage of education and ready to contribute positively to society.

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

Pupils enjoy coming to school and speak enthusiastically about their experiences. They feel safe, valued and well supported by staff. This is a very child-centred school. Warm relationships between pupils and staff create a welcoming environment where pupils thrive. The school's values underpin daily life and help pupils develop a real sense of belonging, respect and responsibility. Pupils understand the importance of kindness and demonstrate this through their positive interactions with others.

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

Pupils behave extremely well in lessons and around the school. They move calmly between activities, follow routines consistently and show consideration for others. They enjoy learning and engage positively in lessons. They speak confidently about their learning. They explain what they know and understand how new learning builds on what they have learned before. Pupils achieve highly from their starting points and develop the knowledge and skills needed for the next stage of education.

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

Leaders provide a wide range of support to ensure that pupils feel secure and ready to learn. Pastoral support and family support work, alongside outdoor learning and tailored nurture programmes, help pupils overcome barriers to learning and wellbeing. Staff know pupils very well and respond quickly when additional support is needed.

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

The school serves a diverse community and successfully creates a culture where every pupil feels welcomed and included. Pupils value differences and speak positively about the respectful relationships they experience. They readily support one another and understand the importance of treating everyone fairly.

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

Pupils benefit from a rich programme of clubs, visits and enrichment opportunities. They participate enthusiastically in sporting, cultural and community activities that broaden their experiences and develop their interests. Leadership roles and ambassador opportunities help pupils develop confidence and responsibility. As a result, pupils are happy, confident learners who enjoy school, attend well and contribute positively to the community. They are very well prepared for the next stage of their education.

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Next steps

Leaders should continue to implement and embed the school's revised handwriting approach so that pupils consistently develop fluent, correctly formed handwriting and produce work of the highest standard across the curriculum from the earliest stages of learning.

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About this inspection

The chair of the board of governors in this school is Anita Edwards.

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About this inspection

The school is part of a federation called Blue Coat C. E. Infant and Junior Schools Federation.

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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 executive headteacher, the head of school and other senior leaders. They spoke with representatives from the governing board, local authority and diocese. They also spoke with pupils, staff and parents.

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About this inspection

The inspectors confirmed the following information about the school:

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Lead inspector:

Catherine Young, His Majesty's Inspector

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Team inspectors:

Linda Brown, Ofsted Inspector Christian Hamilton, 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 9 September 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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School capacity

This school is registered as having a Church of England religious character. It is in the Diocese of Lichfield. Its last section 48 inspection was on 21 March 2019.

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School capacity

The school has a specially resourced provision for up to 8 children with complex speech and language needs and/or autism based at the Junior School site.

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School capacity

The school currently uses no alternative provision.

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School capacity

The school runs a breakfast club that is based off-site at the Blue Coat Church of England Academy.

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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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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

2023/24 (3 term) 5.9% 5.5% 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

2023/24 (3 term) 14.7% 14.6% 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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