Bordesley Green Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Bordesley Green Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Bordesley Green Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Bordesley Green Primary School on our interactive map.

About Bordesley Green Primary School

Name Bordesley Green Primary School
Ofsted Inspections
Headteacher Mr Karl Holmes
Address Marchmont Road, Birmingham, B9 5XX
Phone Number 01217721601
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 670
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud to attend this happy and welcoming school.

They say, 'It doesn't matter how different we are - we are all friends here'. Pupils feel safe and well cared for. They know there is always an adult they can talk to if they have any worries or concerns.

The school's community is diverse. Leaders have worked hard to make sure that this rich cultural mix is reflected in the school's curriculum. Leaders and governors are ambitious for all pupils.

They aim to create a community that values all and treats everyone equally. Most pupils, including those with special educational needs and/or disabilities (SEND), achieve well in many subjects. behave well.

They are polite and respectful of one another and adults. If bullying happens, staff deal with it effectively.

Pupils develop their wider interests and talents through after-school and lunchtime clubs, such as crochet.

They take on a variety of roles to help with the running of the school, for example, by becoming a prefect or librarian. This helps them to develop confidence and leadership skills.

What does the school do well and what does it need to do better?

Leaders have thought carefully about what they want pupils to learn.

They have designed a broad and ambitious curriculum, including in the early years, for all pupils, including those with SEND. They have considered the essential knowledge that pupils should learn and when they should learn it. In the early years, this learning is carefully broken down into small steps.

However, in some subjects, teachers do not deliver the curriculum as consistently as leaders would like. Most teachers design activities that help pupils to build on what they already know and can do. However, in some cases, teachers do not plan activities carefully enough.

For example, some tasks do not help pupils to recall and build upon prior learning. This limits how well pupils can remember some important subject content in the long term.

Teachers have good knowledge of the subjects they teach.

This is due to the training and support that leaders have put in place. Teachers use questioning skilfully to explore pupils' understanding and deepen their learning. This also helps staff to check that pupils have understood new learning.

Leaders have prioritised the teaching of phonics. All staff have received training in how to teach the school's new phonics programme. As a result, phonics is taught well and with consistency.

Pupils enjoy their phonics lessons. Staff provide them with plenty of practise in reading and writing the sounds they have learned. They make sure that reading books are well matched to the phonics sounds that they know.

Adults support pupils who struggle with early reading. They give them support to help them to catch up.

Across the school, pupils try their best in lessons.

They listen carefully to adults and to each other. They do not disrupt the learning of others. Leaders collect information about attendance.

They use what they find out to make changes to school policy. As a result, attendance is improving. However, there are still too many pupils who do not come to school regularly.

This means that they miss learning, which hinders their progress.

The wider curriculum provides pupils with many opportunities to support their personal development. Leaders plan trips and visits carefully.

These include visits to local museums and the theatre. A wide range of after-school clubs, such as football, construction and crafts are available. Pupils are very proud of the school's achievements, including the sporting trophies, and success in photography and art competitions.

Pupils speak highly of the work of the local police and how they help them. The school has its own pupil-led parliament. Pupils learn about a range of faiths.

They develop a mature understanding of the importance of equality and tolerance. Pupils are well prepared for life in modern Britain.

Leaders ensure that they identify pupils with SEND at an early stage.

Leaders make every effort to ensure that pupils with SEND can follow the same curriculum as their peers. For example, some pupils with SEND receive extra support from adults, so they can successfully access all areas of learning.

Members of staff are proud to work at the school.

Leaders and governors are considerate of staff workload. Governors are actively involved in the life of the school. They fulfil their statutory duties effectively.


The arrangements for safeguarding are effective.

Leaders, staff and governors have created a strong culture of safeguarding. Staff members are well trained to support pupils who may be at risk of harm.

Procedures to identify and report concerns are understood clearly by staff.

Leaders maintain the single central record well. They make sure appropriate checks are made on staff before their recruitment.

Leaders and governors are trained in safer recruitment.

Pupils are well informed about the potential dangers they may encounter, either in the community or online. They learn about important issues such as the danger of knife crime.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not ensured that all teachers deliver the curriculum consistently well. Consequently, in some subjects, pupils do not remember the most important information over time. Leaders should make sure that all teachers develop and use effective strategies and activities to help pupils secure important knowledge in their long-term memories.

• Some pupils do not attend school often enough. This means that they miss learning and are not making as much progress as they could. Leaders should continue to work with families to support pupils to attend school regularly.

  Compare to
nearby schools