Sladefield Infant School

Sladefield Infant School

Address: Bamville Road, Ward End, Birmingham, West Midlands, B8 2TJ Unique reference number (URN): 103255

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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, including those who are disadvantaged or have special educational needs and/or disabilities, generally achieve well across the curriculum they follow. This is particularly true in the phonics screening check at the end of Year 1. Also, in the early years, the proportion of children reaching a good level of development is above the national average.

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Achievement Expected standard

Pupils develop secure skills in early reading and mathematics, providing a sound foundation for future learning and their readiness for moving to their next school at the end of Year 2. They are mostly successful across the curriculum and show in conversation how they understand concepts and retain knowledge well. While strengths are evident in many areas, there is some inconsistency in how successfully pupils record their ideas in writing. Some pupils have not made progress in developing handwriting as successfully as they could have. Leaders have identified improving handwriting as a priority.

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Attendance and behaviour Expected standard

The school's attendance has improved year on year since the last inspection. This has been due to a concerted effort and a range of strategies implemented by leaders and the attendance team. Leaders place a significant emphasis on ensuring that pupils attend school regularly. They have a detailed understanding of pupil absence and know the reasons why pupils are absent. They work closely with families and use a range of approaches to challenge absence. They use innovative strategies to encourage pupils and their families to understand the importance of regular school attendance. The attendance of pupils who are disadvantaged or have special educational needs and/or disabilities compares favourably with pupils nationally.

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Attendance and behaviour Expected standard

Adults and pupils at Sladefield have high expectations of behaviour. The school's values of respect, equality and friendship are evident in the strong relationships that exist throughout the school community, creating a calm, welcoming environment. Pupils conduct themselves well and show consideration for others both in lessons and during social times. At playtimes, they typically interact positively and play cooperatively with the enormous range of activities the school provides. Incidents of bullying are extremely uncommon, and pupils are confident that adults will address any concerns quickly and effectively.

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Curriculum and teaching Expected standard

Leaders have developed a curriculum that reflects the needs and interests of pupils. They make informed decisions about curriculum design and have a clear understanding of where further refinements could strengthen both the curriculum and its delivery. There is a culture of continual improvement and a clear ambition for all pupils to achieve well. This is evident, for example, in the extent to which the curriculum is adapted for those pupils with the most complex special educational needs and/or disabilities (SEND), ensuring they can access learning and succeed alongside their peers where possible. The school's phonics programme is delivered consistently and effectively because staff are well trained and confident in its implementation. Regular assessment enables teachers to match learning closely to pupils' needs, helping them develop the reading skills required to access the wider curriculum. Similarly, a well-established approach to early mathematics

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Curriculum and teaching Expected standard

ensures that pupils secure essential knowledge before moving on to new concepts. However, in some subjects, including handwriting, the curriculum is not sequenced as precisely as it could be, which can limit progress for some pupils.

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Curriculum and teaching Expected standard

Teaching is generally effective across the school. Staff use a range of strategies, including skilled questioning, effective modelling and targeted support to help pupils learn successfully. Adaptations for pupils with SEND are very effective in reading and mathematics, although they are less consistently effective in some foundation subjects. Overall, pupils receive appropriate support that helps them make progress and engage positively with their learning.

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Early years Expected standard

Leaders have prioritised the early years, ensuring that children are given a secure foundation for future learning. The curriculum is carefully planned, with learning experiences designed to help children gain confidence and capture children's interests while developing the essential knowledge and skills they need across the areas of learning.

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Early years Expected standard

Children quickly become familiar with routines and settle into school life with ease because the school manages their transition into school skilfully. They feel safe, engage positively in learning and benefit from the school's focus on developing communication and language skills as a priority. Staff create a nurturing atmosphere with clear expectations and support learning through purposeful interactions. The resident guinea pigs contribute to the welcoming environment.

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Early years Expected standard

Staff in the early years are well trained and supported by an expert leader. They are attentive to children's individual needs and identify any emerging barriers to learning at an early stage. Supported by a knowledgeable special educational needs and disabilities coordinator, appropriate support and interventions are typically put in place swiftly. Ongoing assessment enables staff to track development closely and adjust support accordingly. Consequently, most children make sound progress during their time in the early years and are well equipped for a successful transition to Year 1.

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Inclusion Expected standard

Leaders place a strong emphasis on inclusion, fostering a welcoming environment through positive relationships between staff, pupils and their families. Parents who spoke with inspectors praised the school's support and individualised approach to supporting pupils with special educational needs and/or disabilities (SEND). School staff know pupils very well, understanding how their lived experiences impact on their learning. This is true for those with SEND, those who are disadvantaged and those known to social care.

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Inclusion Expected standard

Staff understand pupils' needs well, helping them to feel valued members of the school community. Staff, including those in the early years, are quick to recognise when pupils might require additional support. They draw on assessments, discussions with leaders and information from families to identify needs at an early stage and provide appropriate interventions. As a result, teaching is generally adapted effectively for pupils with SEND.

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Inclusion Expected standard

The school has a suitable pupil premium strategy which aims to address barriers to learning for disadvantaged pupils. Actions include providing training for staff to better help pupils to develop their oracy skills as well as providing a range of targeted academic support. These strategies are proving effective in ensuring disadvantaged pupils keep up with their peers and break down barriers to success.

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Leadership and governance Expected standard

Leaders have an accurate picture of the strengths and areas for improvement of the school and have put in place strategic plans to address these. They make use of external professionals to help provide objective evaluation of provision. For instance, leaders have already identified that the sequences of learning in some subjects, including handwriting, should be priorities for the coming year. The best interests of pupils always sit at the heart of all decisions that leaders make.

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Leadership and governance Expected standard

The extent to which leaders, staff and governors engage with families and the wider community is a significant strength of the school. Parents are well informed and regularly consulted, and they speak highly of the support and education their children receive.

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Leadership and governance Expected standard

Leaders have fostered a committed, collaborative and outward-looking culture in which staff feel valued and supported. Staff appreciate the openness and approachability of leaders, as well as their commitment to considering workload and wellbeing when making decisions. Leaders and governors have placed a high priority on staff wellbeing, including providing access to meaningful supervision from external professionals, which staff greatly value. There is a strong sense of teamwork and shared purpose across the school.

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Leadership and governance Expected standard

Staff are important contributors to the school's ongoing development. Alongside their involvement in school improvement, they benefit from a wide range of professional development opportunities and training, which helps strengthen their practice and support continued growth. They are enormously proud to be part of the school community and share a clear commitment to ensuring that pupils thrive, succeed and achieve their potential.

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Personal development and wellbeing Expected standard

Leaders have established a programme for pupils' personal development that is aligned with the school's values and ethos. It includes a suitable personal, social and health education programme and relationships education. A carefully planned curriculum helps pupils develop the knowledge, skills and attitudes they need to succeed both in school and beyond. Learning about relationships, healthy eating, wellbeing and personal responsibility is introduced from the earliest stages and develops progressively as pupils move through the school.

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Personal development and wellbeing Expected standard

Assemblies and themed events provide pupils with opportunities to explore important social, moral and cultural issues and add to their understanding of the world. They benefit from a variety of enrichment opportunities that reflect their interests, talents and needs. These include a range of sports clubs, a popular choir and visits to places of worship. Leaders are proactive in identifying and removing barriers that could prevent disadvantaged pupils from taking part in enrichment activities. As a result, pupils are able to fully engage in school life and access experiences that support both their personal development and wider learning.

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Personal development and wellbeing Expected standard

Pupils develop an age-appropriate understanding of life in modern Britain. Despite being at such an early stage of their education, they understand equality, knowing the importance of respecting others' views, backgrounds and faiths. They experience democratic processes through voting for class ambassadors as well as taking on important roles such as peer mentors. The personal development curriculum broadens their awareness of different cultures, beliefs and traditions and helps them to appreciate the diverse society in which they live.

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Personal development and wellbeing Expected standard

The school places a strong emphasis on wellbeing and pupils can talk confidently about their feelings because of the school's zones of regulation framework that helps children understand and manage their emotions. Pastoral support is a notable strength. This is carefully tailored to meet individual needs and dedicated pastoral staff work closely with families to provide support which is much appreciated.

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

Pupils at Sladefield Infant School arrive each day with beaming smiles and are ready to learn. They benefit from a nurturing environment where staff are committed to ensuring that every child feels safe, included and supported to achieve their best. Pupils understand and embody the school's values, demonstrating respect for one another and for the adults who support them. As a result, the school is a welcoming and harmonious place where pupils feel they belong. Pupils and staff are proud of the school's Gold Rights Respecting School status, which reflects the importance placed on inclusion, respect and pupil voice. Strong relationships between staff and pupils help children feel secure and confident, enabling them to engage positively with their learning and to thrive.

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

Pupils’ behaviour and attitudes are consistently positive. They conduct themselves calmly in class and around the school. Incidents of bullying and unkind behaviour are rare, and pupils know that staff will address any concerns they have promptly and sensitively. Pupils approach learning with enthusiasm and are keen to participate in lessons. They engage fully in activities, respond well to challenge and show pride in their achievements. These positive attitudes are established from the earliest stages of school life. From their first days in school, children in the early years settle quickly into routines and engage positively in their learning.

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

Classrooms are exciting, busy places where pupils love to learn and talk about their learning. The school's push to make pupils increasingly independent using Sladefield's 5Ts (Think, Try again, Try a friend, Take a look, ask your Teacher) is helping pupils become active, resilient learners. They typically achieve well across the curriculum, taking pride in their successes. Pupils are typically well prepared for the next stage of their educational journey.

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Team inspectors:

Lynda Townsend, Ofsted Inspector Heather Simpson, 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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Next steps

Leaders should, in a small number of subjects including handwriting, refine the sequences of learning so that pupils progress in these areas as well as they could. Leaders should ensure that teachers are supported to make informed and precise adaptations in lessons so that work is consistently accessible and valuable for learners. Leaders should continue to build on their successes in how they work with families to reduce pupil absence so that pupils attend more regularly.

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About this inspection

The chair of the board of governors in this school is Alex Tracy.

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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 and other senior leaders, members of the governing body, including the chair of governors, and representatives from the local authority 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: Robert Meadows 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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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. 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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