Berrybrook Primary School

Berrybrook Primary School

Address: Greenacres Avenue, Underhill Estate, Wolverhampton, West Midlands, WV10 8NZ Unique reference number (URN): 140658

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Early years Strong standard

Children make a highly successful start to early years, regardless of their background or starting points. This is due to the school’s ambitious vision for everyone to succeed. Staff foster effective relationships with parents and carers before children even start. This ensures that families are well equipped to support learning at home. A strong emphasis on wellbeing and care enables children to feel safe and secure.

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Early years Strong standard

The environment is well organised, and enticing resources and activities can be found inside and out. This allows children to routinely practise their developing skills, especially during independent play. Children are always keen to talk about their learning and show pride in the work they produce.

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Early years Strong standard

Leaders ensure communication and language development is a high priority. Staff model language consistently, and skilful interactions continually reinforce and extend learning. Effective development of personal, social and emotional skills supports this, especially in Nursery Year. Staff identify starting points quickly. They show high levels of expertise in teaching early reading and writing. This helps children to develop these skills quickly. Any barriers to success are swiftly identified and addressed. Phonics teaching follows a consistent approach.

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Early years Strong standard

Disadvantaged children's good level of development (GLD) is consistently above average when compared nationally to their peers. This means that children are especially well prepared for entry into Year 1.

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Personal development and wellbeing Strong standard

Pupils’ personal development and wellbeing is at the centre of this school. Leaders have created a comprehensive curriculum offer that reflects the needs of their community. It shapes pupils' views, attitudes and character effectively. It also encourages them to develop as responsible citizens. Pupils demonstrate the security of this through kindness and mutual respect.

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Personal development and wellbeing Strong standard

Pupils show a high level of understanding of diversity. They know the importance of respecting differences in others. Many learning opportunities are planned around British values. Pupils have a deep knowledge of them and their importance. Leaders have created a curriculum that addresses sensitively the risks pupils will face. For example, they develop an extensive understanding of online safety. When appropriate, pupils also learn about puberty and healthy relationships.

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Personal development and wellbeing Strong standard

Staff have high aspirations for pupils, including those who are vulnerable. Pupils know that staff want them to succeed. Trusted adults provide effective pastoral support. Pupils feel confident in asking for help when they need it. This is because of the positive relationships staff have built with them. Leaders check pupil engagement well. This ensures that vulnerable pupils benefit fully from the opportunities available. As a result, access to the school's wider curriculum offer is fair and inclusive.

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Expected standard

Leaders offer a broad range of experiences, trips and visits that enrich the curriculum. They help pupils to develop socially, culturally and emotionally. For example, pupils enjoy visits to local museums, a trip to RAF Cosford and a residential visit to a local activity centre. This helps to make the wider curriculum memorable and meaningful. Pupils develop a strong sense of responsibility through the many leadership opportunities offered, for example through the work of the school council and the 'Berry Buddies'. Pupils take these roles very seriously. They understand the importance of contributing positively to school life. Pupils are well prepared for their next stages in education.

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Achievement Expected standard

Typically, pupils, including those who are disadvantaged, achieve well over time. They leave school well prepared for the next step in their education. In early years, children make a positive start. They develop key skills that are built on as they move through school. This ongoing focus on key reading, writing and mathematical skills helps pupils to secure the foundations they need for later learning.

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Achievement Expected standard

In most subjects, pupils learn and apply the knowledge that leaders intend. This is particularly successful in reading, writing and mathematics. However, in some subjects, pupils' knowledge and understanding is less secure. Where this is the case, staff do not always address the basic errors that pupils make. They also do not consistently ensure that pupils spell subject-specific vocabulary correctly. As a result, this affects the accuracy and detail of pupils' work. It also limits their ability to practise and refine key skills.

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Attendance and behaviour Expected standard

Leaders have high expectations for attendance. As a result, pupils know why regular attendance is important. Despite this, attendance for vulnerable pupils has been consistently low over time. Leaders know this and do all they can to remove barriers for pupils and their families. They monitor attendance closely and scrutinise patterns. From this, staff then work tirelessly with the families of pupils who are reluctant to attend. For many, this makes a positive and demonstrable difference. Recent attendance figures show how they are now missing less school than before. The school uses a range of strategies to promote excellent attendance. These include personal plans and adaptations. Pupils particularly enjoy achieving a 'Berry Buddy' award for high or improving attendance.

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Attendance and behaviour Expected standard

Pupils generally behave well throughout all parts of the day. Low-level disruption is rare. Relationships are warm between staff and pupils. When behaviour falls below leaders’ expectations, staff respond effectively. They make sure that pupils, including those with special educational needs and/or disabilities, understand the impact of their behaviour and how to improve their choices in the future. Children in early years cooperate and play well together. Bullying is rare. Pupils are adamant that discrimination is not tolerated. They are confident in speaking to trusted adults if they have any worries or concerns. They know these will be dealt with appropriately. As a result, pupils feel happy, safe and highly supported in school.

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Curriculum and teaching Expected standard

Since the last inspection, leaders have created an ambitious new curriculum. It has clear themes and subject-specific vocabulary and builds on what pupils already know. Generally, it is well taught. Effective professional learning for staff is helping them to further develop their skills, most notably through individual coaching. As a result, staff are becoming more skilful in identifying gaps in pupils' learning.

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Curriculum and teaching Expected standard

Teachers use a range of strategies in the classroom. Adaptations allow pupils with special educational needs and/or disabilities to access learning. Teaching assistants are deployed effectively and support pupils' needs well. Many children start school with significant gaps in their early learning. Leaders focus on making sure that these children secure important skills. These include language work and letter and number formation. Phonics is taught well. Pupils enjoy reading. They read regularly and speak enthusiastically about the books they are currently reading.

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Curriculum and teaching Expected standard

There has been a strong focus on the teaching of basic skills. Teachers make regular checks to identify what pupils can remember and understand. However, in some subjects, pupils do not consistently apply and practise these skills. As a result, key vocabulary and misconceptions are not always identified. This can sometimes lead to gaps in pupils’ learning.

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Inclusion Expected standard

At this school, higher than average numbers of pupils face additional barriers. As a result, leaders have worked hard to create an inclusive school where pupils feel welcome and supported. Leaders and staff identify need quickly. They act promptly to implement support using an effective assessment and review process. A range of strategies, including practical resources, help pupils to develop their learning. Support is also given to communication skills and skills to help regulate behaviour. As a result, pupils engage positively in their learning. Leaders and staff show a secure and informed understanding of individual pupils. This allows them to respond proactively and adjust provision when required, for example successfully using alternative provision to meet pupils' needs.

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Inclusion Expected standard

Leaders work well with other agencies. They are knowledgeable about the support that is available to pupils and their families. This means staff can signpost them to specialist support where needed. Staff make positive use of the training they have received to adapt lessons and activities. As a result, pupils are generally well supported in lessons with strategies that help their learning and behaviour. Leaders use additional funding well to support disadvantaged pupils. As a result, the attainment gap between disadvantaged pupils and their peers continues to close.

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Leadership and governance Expected standard

Trustees and school leaders have a clear and ambitious vision for the school. They have high expectations of what pupils can and should achieve and work effectively together to continually move the school forward. Leaders are clear about the school's strengths and their areas for development. As a result, they make astute and decisive decisions in the best interests of pupils. Since the last inspection, this has included a focus on developing the school's curriculum, which is now fully embedded.

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Leadership and governance Expected standard

Leaders ensure that staff receive high-quality professional development to improve their skills. This has included training to help staff identify and support pupils with barriers to learning. Work has also focused on improving the quality of teaching. This has been successful in many subjects. Leaders acknowledge that they now need to ensure consistency across all subjects, for all pupils. Leaders are mindful of staff workload and wellbeing. Staff are proud to work at the school and feel well supported and valued by senior leaders.

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Leadership and governance Expected standard

Leaders, including those responsible for governance, understand the many barriers that their pupils face. They respond thoughtfully to these, because they know pupils' families really well. Governors ensure that they fulfil their roles effectively, for example by providing appropriate challenge to leaders. They visit the school regularly and seek external advice and support, when appropriate. Leaders are held fully to account for their work. Parents and carers are positive about the school. They appreciate the school's nurturing ethos and welcoming environment.

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

Pupils have a secure understanding of the school's ‘BERRY’ values. They demonstrate this throughout the school day with their actions. Pupils are well supported by highly positive relationships from the moment they arrive each day. If pupils have needs or concerns, staff make every effort to support them, because pupil wellbeing is prioritised. They feel listened to and safe.

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

Pupils benefit from a broad and balanced curriculum across all key stages. They show genuine enjoyment when in lessons. Issues that may affect a pupil’s learning are clearly understood by staff. Typically, pupils' barriers are identified, and action is taken quickly to reduce them. Some pupils are supported by additional resources to help them with their learning. Pupils, including those who are disadvantaged, achieve well from their starting points. This is due to the school’s sharp focus on ensuring that pupils secure strong basic skills.

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

Across the school, social times are calm. Leaders and staff set high expectations for behaviour, ensuring that pupils behave well. Bullying is rare and is dealt with quickly. Pupils are respectful of one another and appreciate their differences. They know that discrimination is not tolerated. Older pupils show a clear understanding of fundamental British values. They know what it means to be a positive member of both their school and local community. Pupils who attend regularly benefit from the school’s positive, inclusive learning environment. However, attendance for some vulnerable pupils is not as consistent as it should be. Where attendance support has been effective, rapid and sustained improvement has been seen.

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

The school successfully builds pupils’ confidence and self-esteem. Pupils value leadership opportunities, such as being on the school council. They take pride in contributing to school life. A rich range of activities broadens their experiences. This includes trips, clubs and outdoor learning.

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Next steps

Leaders should ensure that pupils, including those who are vulnerable, have the opportunity to practise and apply their knowledge, understanding and basic skills consistently in all subjects, through continuing to strengthen the quality of teaching across the school. Leaders should continue to embed their attendance strategy, ensuring that they keep closely monitoring attendance patterns and intervene quickly where concerns arise, especially for their most vulnerable pupils.

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About this inspection

This school is part of the Perry Hall Multi-Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Amarjit Cheema, and overseen by a board of trustees, chaired by Andrew Brocklehurst.

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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, the executive leader, subject leaders, the special educational needs coordinator, the chief financial officer, the CEO, the human resources manager, the chair of the board of trustees, governors from the local governing board including the chair, parents and pupils during the inspection.

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Team inspectors:

Tracey Porter, Ofsted Inspector Antony Bradshaw, 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 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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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) 62% 62% Close to average

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average

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

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average

2022/23 (final) 59% 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

2023/24 (final) 73% 74% Close to average

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average

2022/23 (final) 72% 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) 72% 72% Close to average

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average

2023/24 (final) 73% 72% Close to average

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average

2022/23 (final) 69% 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

2023/24 (final) 73% 73% Close to average

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average

2022/23 (final) 79% 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) 53% 47% Close to average

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national average

2022/23 (final) 53% 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) 58% 63% Close to average

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average

2023/24 (final) 68% 62% Close to average

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average

2022/23 (final) 68% 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) 68% 59% Close to average

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average

2023/24 (final) 68% 58% Close to average

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average

2022/23 (final) 63% 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) 58% 61% Close to average

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average

2023/24 (final) 68% 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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