|Name||Bilston Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Address||Albany Crescent, Bilston, WV14 0HU|
|Religious Character||Church of England|
|Number of Pupils||425 (52.5% boys 47.5% girls)|
|Number of Pupils per Teacher||24.3|
|Percentage Free School Meals||47.1%|
|Percentage English is Not First Language||29%|
|Pupils with SEN Support||14%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (21 May 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is an average-sized primary school. Children attend Reception full time. A minority of pupils, about two-fifths, are White British. The majority come from a wide range of different minority ethnic backgrounds. The largest group is of an Indian background. An average proportion of pupils speaks English as an additional language. The proportion of disadvantaged pupils supported through the pupil premium (additional funding for pupils known to be eligible for free school meals or looked after by the local authority) is well above average. The proportion of pupils who are disabled or have special educational needs is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. There is a breakfast club before school each morning and after-school care. These are managed by the governors and were included in the inspection. The school is part of the local authority’s expansion programme to meet the increasing demand for school places. There are now two classes in Reception and Years 1 and 2. Years 3 to 6 have one form in each year. Pupil numbers are projected to increase each year so that by 2020, the school will be two-form entry throughout. The proportion of pupils joining Year 2 this year is high as a result of governors accommodating a local authority request for a ’bulge cohort’ in this year group. Since the last inspection, four teachers have joined the school. The school is supported by a National Leader of Education, the headteacher of Manor Primary School, Wolverhampton, a national teaching school.
Summary of key findings for parents and pupils
This is a good school. The headteacher, senior leaders and governors have taken a determined and effective approach to improving teaching and pupils’ achievement since the school was last inspected. School leaders and staff have worked together in close partnership to create an environment where pupils are eager to learn and keen to do well. All groups of pupils in all year groups achieve well in reading, writing and mathematics. Children in the early years get off to a good start. Effective teaching ensures they progress well overall and make excellent progress in developing language and mathematics skills. The teaching of reading, writing and mathematics is good throughout the school and this has led to pupils making improved progress in these areas. Teachers mark work regularly and give pupils good advice on how they can improve. Pupils are encouraged to work in collaboration with others and think things out for themselves. Teachers use questions effectively to make pupils think, deepen their understanding, and make good progress in their learning. The best questions are matched well to pupils’ different abilities. Pupils behave exceptionally well in lessons and around the school. They are polite and courteous to each other and adults. This helps make school a very safe place in which pupils feel comfortable. Pupils take care with their work. They keep their books neat and are proud of their achievements. Senior leaders check teaching regularly. They identify areas that need improving and provide prompt support. As a result, the quality of teaching and pupils’ progress have both improved. Governors know the school well. They play an important role in planning for improvement. They ask searching questions of the headteacher and other leaders, holding them to account for the school’s improvement. It is not yet an outstanding school because : Although pupils achieve well, attainment is not yet as high as it could be for the most-able pupils. The work of support staff is not checked by senior leaders as thoroughly as that of teachers. Learning in the outdoor learning area for children in Reception is not as effective as it is indoors. Resources for children to explore and investigate, for example in science, are limited and adults do not guide children’s learning so effectively.