Villiers Primary School

Villiers Primary School

Address: Prouds Lane, Bilston, West Midlands, WV14 6PR Unique reference number (URN): 145715

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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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Attendance and behaviour Strong standard

Leaders implement highly effective systems to monitor attendance. They carefully use data to understand specific reasons for pupils' absence. They intervene rapidly and support families where needed. There are excellent relationships in place with families. As a result, pupils, including disadvantaged pupils, rarely miss school. Leaders’ work with pupils with special educational needs and/or disabilities (SEND) is effective. They know individuals well, understand the barriers that different pupils with SEND face and take decisive action. They do everything they possibly can to help these pupils to attend regularly. Consequently, pupils with SEND consistently attend well.

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Attendance and behaviour Strong standard

Behaviour across the school is excellent. Older pupils are exemplary role models and help younger pupils. Pupils consistently show focus, resilience and concentration. They want to work hard and be kind to each other. Leaders ensure that pupils understand the rules and support them to make consistently positive choices. Consequently, pupils learn in a calm and orderly environment. Leaders act proactively to predict when pupils may struggle. They provide responsive, empathetic support when pupils experience challenges. This means that pupils flourish, including those who find it harder to manage their emotions. Any form of discrimination, including bullying, is rare, and leaders deal with it quickly. This ensures pupils feel safe and are safe.

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Inclusion Strong standard

Leaders swiftly identify pupils’ needs. They understand pupils’ barriers before they start school in the early years. As a result, staff have a detailed knowledge of these barriers and provide highly effective support from the earliest possibility. This means that disadvantaged pupils, those with special educational needs and/or disabilities (SEND) and those known to social care thrive throughout their time at school.

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Inclusion Strong standard

Effective leadership, training and systems ensure staff implement support plans consistently well. This means that pupils’ barriers to learning and/or wellbeing reduce rapidly. This includes pupils with the most complex needs. As a result, pupils with SEND seamlessly integrate into the classroom, learning alongside their peers. They progress well from their starting points.

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Inclusion Strong standard

Leaders spend funding for disadvantaged pupils carefully and strategically. It makes a significant difference to these pupils’ experience of school. They achieve highly, access the school's provision fully and feel they belong. They are very well prepared for the next stage of their education.

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Inclusion Strong standard

Leaders know pupils well and anticipate which pupils will need extra help or support. They make sure plans to support children in care closely meet their needs. Where families or pupils experience challenges, leaders respond without delay. As a result, vulnerable pupils flourish.

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Leadership and governance Strong standard

Since the last inspection, the school has experienced changes to its context. There has been an increase in the number of vulnerable pupils over time. Leaders have responded swiftly and incisively to this. For example, they have increased family support capacity and expanded the inclusion team. They are passionate and committed to the school community. Leaders at all levels have a deep and sophisticated understanding of the school's strengths and areas for improvement. They focus on the right things in the right order. This leads to rapid improvement and high standards. Vulnerable pupils are always at the forefront of leaders’ thinking. Everything leaders do is in pupils’ best interests. As a result, vulnerable pupils achieve, belong and thrive throughout the school.

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Leadership and governance Strong standard

Trustees fulfil their statutory duties and provide appropriate support and challenge. They deploy resource well so that the school has the capacity to support the community highly effectively. Local governors contribute to this through insightful challenge and collaboration.

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Leadership and governance Strong standard

Staff appreciate leaders’ efforts to support workload and wellbeing. Leaders involve staff during periods of change and seek their views to help shape the school’s priorities. Staff are proud to work at the school. Leaders prioritise staff training. They provide effective professional learning tailored to different roles and teams. This means that staff across the school have the expertise to support pupils, including vulnerable pupils, effectively. Parents and carers speak highly of leaders’ work. There are highly positive relationships in place between staff, parents and pupils.

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Achievement Expected standard

Pupils, including disadvantaged pupils, achieve well. In national examinations, pupils achieve above national averages over time in phonics, the multiplication tables check, mathematics and writing. Disadvantaged pupils' outcomes are significantly above disadvantaged pupils' outcomes nationally. In reading, pupils achieve well, but not as highly as in writing and mathematics. Leaders understand the reasons for this and have responded effectively. In the wider curriculum, pupils typically learn and remember key knowledge across a range of subjects. However, sometimes they find it hard to recall more detailed knowledge or make connections across their learning.

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Achievement Expected standard

Pupils develop important reading, writing and mathematical knowledge from an early stage. By the time they leave the school, they have the knowledge and skills they need to be successful in the next stage of their education. Pupils with lower starting points, including those with special educational needs and/or disabilities, progress well.

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Curriculum and teaching Expected standard

Leaders have established a broad and balanced curriculum. It builds pupils' knowledge over time. Leaders evaluate the quality of the provision accurately and address any areas for improvement quickly. They prioritise important knowledge in reading, writing and mathematics. For example, leaders have recently improved the school’s handwriting approach. The renewed approach is proving effective in helping younger pupils to write with accuracy and fluency. Staff also teach phonics well.

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Curriculum and teaching Expected standard

Staff make careful checks on what pupils know and remember in subjects such as mathematics and English. They make sure that they identify and address gaps in pupils' handwriting, spelling, reading and mathematics knowledge. Leaders support staff to build expertise over time. As a result, staff have the professional expertise needed to deliver these subjects effectively.

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Curriculum and teaching Expected standard

Teaching is less consistent in a small number of other subject curriculums. For example, staff do not always carefully check what pupils know, or design tasks to help them build on their previous learning. This limits some pupils’ success in the wider curriculum.

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Curriculum and teaching Expected standard

Staff adapt work for pupils with special educational needs and/or disabilities and those with lower starting points. Additional instruction for those who need it helps them to develop understanding. This means that these pupils successfully access learning alongside their peers.

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Early years Expected standard

Children start the early years positively and happily. Leaders ensure that they know children well before they start. As a result, staff provide effective support to children, including those with special educational needs and/or disabilities, from their first day of school. Staff have warm and caring relationships with children. This ensures the early years environment is nurturing and supports children’s development.

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Early years Expected standard

Leaders have implemented an effective curriculum. It builds skills and knowledge across the 7 areas of learning. Staff typically deliver this curriculum well. Generally, staff’s interactions with children are high quality. Songs and rhymes are central to the school’s vocabulary and language approach. This helps children to improve their speaking and communication skills. Children secure important early reading, writing and mathematics knowledge. They understand the expected routines and behaviours. As a result, they are ready for the next stage of their learning.

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Early years Expected standard

Leaders understand the importance of a positive start to school life. Staff quickly build close relationships with parents and carers. Leaders check that the provision is effective and support staff to develop expertise. This ensures that children have a successful start to school life.

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Personal development and wellbeing Expected standard

Leaders have designed an effective personal development programme. They have considered the context of the school and provide pupils with the knowledge and experiences they need to be ready for their next stage. For instance, pupils know how to stay physically and mentally healthy. They understand how to keep themselves safe, both online and outside of school. Pupils are highly tolerant and show an appreciation of fundamental British values such as the rule of law. They welcome those from different cultures, faiths and backgrounds and maintain healthy friendships with each other. Although pupils typically demonstrate appropriate knowledge across the personal development programme, sometimes their knowledge lacks depth.

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Personal development and wellbeing Expected standard

Leaders are passionate about ensuring pupils access a range of opportunities to support their wider development. Residential visits and school trips supplement the curriculum to provide experiences beyond the academic. Careers assemblies and visits to the local university also promote aspiration. Pupils are proud to take responsibility for helping around school through leadership roles. They attend a variety of clubs and talk about the positive difference the clubs make to them. For example, they enjoy trying different sports and taking part in various opportunities to be active. Pupils appreciate the chances they have to develop their talents and interests, such as learning to play a musical instrument. Leaders work with families to ensure that there are no barriers to access. The personal development offer is an entitlement for everyone. Leaders carefully curate experiences tailored to the needs of pupils with special educational needs and/or disabilities. This helps to prepare

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Personal development and wellbeing Expected standard

them for the next stage and ensure they feel they belong.

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Personal development and wellbeing Expected standard

Pastoral support is highly effective. Leaders proactively identify possible barriers to wellbeing and swiftly implement support. They work closely with families, so they know when pupils need help. When pupils experience challenges to their wellbeing, pastoral support is responsive. This ensures that pupils feel happy and valued at school.

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

Pupils are proud to be a part of this inclusive school. They live and breathe the school ethos of ‘Work hard. Be kind’. Excellent relationships with staff and other pupils mean they feel safe to learn, play and be themselves in a nurturing environment. Social times are a highlight. There is lots for them to do and they enjoy engaging with the different activities.

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

Pupils achieve well, especially in national examinations. This includes disadvantaged pupils. They enjoy their lessons and try their best. Even when the work is hard, pupils show determination and resilience. Pupils progress rapidly in mathematics, writing and early reading. In the wider curriculum, teaching is more variable, so pupils do not achieve quite as highly. However, they have the important knowledge they need to be ready for the next stage of their education. Pupils with special educational needs and/or disabilities progress well from their starting points. This is because staff know pupils’ barriers to learning and help them to overcome them.

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

Everyone feels included. Where it is difficult for families to access trips or opportunities, leaders help them to do so. This means that pupils feel they belong and do not miss out. Pupils access a broad range of experiences that enrich their time at school. This complements the academic curriculum to make their time at school memorable.

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

Pupils know how to keep themselves safe and they feel safe. They trust the adults who work with them. They say that bullying is rare and dealt with quickly. Pupils attend well. Leaders and staff create an environment that pupils want to be part of. From the start of the early years through to the end of Year 6, pupils feel valued and a part of the school community.

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Team inspectors:

Jane Edgerton, Ofsted Inspector Tess Sharman, His Majesty's Inspector Jess Chambers, His Majesty's Inspector

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Next steps

Leaders should further strengthen the implementation of the wider curriculum so that pupils consistently develop secure knowledge and understanding in every subject, including the personal, social, health and economic education curriculum. Leaders should embed high-quality interactions in the early years so that children’s language and vocabulary are developed consistently well.

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About this inspection

This school is part of Shine Academies, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer, Gemma Draycott, and overseen by a board of trustees, chaired by Gary Gentle.

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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

This inspection took place on 10 and 11 September 2026.

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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, the deputy headteacher, the assistant headteachers, the special educational needs and disabilities coordinator (SENDCo) and the deputy SENDCos during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently uses no alternative provision.

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About this inspection

Headteacher: Lisa-Anne Rogers This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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About this inspection

The inspector(s) used this data during the full inspection on 10 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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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

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

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average

2023/24 (final) 67% 61% 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) 70% 75% Close to average

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average

2023/24 (final) 75% 74% 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) 78% 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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average

2024/25 (final) 76% 74% 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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Disadvantaged pupils reaching the expected standard in reading

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

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national average

2024/25 (final) 64% 63% Close to average

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national average

2023/24 (final) 73% 62% 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) 69% 59% 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) 67% 61% 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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national average

2024/25 (3 term) 4.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.2% 5.5% Close to average

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national average

2022/23 (3 term) 5.4% 5.9% 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) 12.9% 13.0% Close to average

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national average

2023/24 (3 term) 13.4% 14.6% Close to average

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national average

2022/23 (3 term) 13.9% 16.2% Close to average

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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