|Name||Bournville Village Primary|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||06 June 2013|
|Address||Linden Road, Bournville, Birmingham, West Midlands, B30 1JY|
|Number of Pupils||383 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||9.9%|
|Percentage English is Not First Language||5.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This three-form entry school is larger than the average-sized primary school. The proportion of pupils from minority ethnic backgrounds is similar to that of other primary schools. A few speak English as an additional language and receive support as they are at the early stages of learning English. The number of pupils for whom the school receives support through the pupil premium is similar to the national average. This is additional funding for pupils known to be eligible for free school meals, children in the care of the local authority, and those who have a parent serving in the armed forces. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. An average proportion of pupils are supported at school action plus or through a statement of special educational needs. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a breakfast club before school each morning.
Summary of key findings for parents and pupils
This is an outstanding school. Excellent leadership and management have ensured that the outstanding quality found at the last inspection has not only been maintained, but developed even further. Pupils of all ages achieve exceptionally well not only in English and mathematics but in a wide range of other subjects, where attainment is high. Teaching is of a consistently high quality so pupils make excellent progress as they move through the school. Teachers give pupils many opportunities to find things out for themselves and to move on to the next steps in learning when they feel confident. Consequently, the pace of progress is mostly rapid. Teachers keep a very close eye on how well their pupils are doing and set demanding tasks to which pupils respond with enthusiasm and a determination to do well. Marking is usually very helpful to pupils. Very occasionally, teachers do not make clear how pupils could improve their work or record their thinking more effectively in mathematics. Pupils behave exceptionally well in lessons, around the school and at break times. They enjoy school, feel safe there, and their attendance is above average. Senior leaders keep a regular check on the quality of teaching and learning. Through rigorous procedures for checking how effective teaching is, they ensure all pupils do their very best. Teachers have to regularly account for the progress their pupils are making using accurate and detailed checks on each pupil’s progress. Governors know the school well through their high level of involvement with leaders at all levels. This places them in a strong position to question and challenge staff about school performance.