Bushbury Hill Primary School

What is this page?

We are Locrating.com, a schools information website. This page is one of our school directory pages. This is not the website of Bushbury Hill 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 Bushbury Hill Primary School.

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

About Bushbury Hill Primary School

Name Bushbury Hill Primary School
Website https://www.bushburyhillprimary.co.uk/
Ofsted Inspections
Headteacher Mrs Charlotte Underwood
Address Old Fallings Lane, Wolverhampton, WV10 8BY
Phone Number 01902558230
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 292
Local Authority Wolverhampton
Highlights from Latest Inspection

What is it like to attend this school?

Bushbury Hill is a happy, nurturing place where the needs of pupils are put first. Staff are caring and work hard to get to know pupils and their families well. The school's core values of respect, honesty, determination, resilience and positivity are understood by all.

These values shine through in all aspects of school life.

Staff have high expectations for behaviour, and in response pupils behave well. Pupils feel safe in school and trust that adults will look after them well.

Staff aspire for all pupils to achieve their best and to live up to the school motto of 'To be the best we can be'. However, some pupils are struggling to learn to read and are not r...eceiving the right help to catch up as quickly as they could.

The school provides a wide range of enrichment opportunities for pupils.

Pupils benefit from residential trips and visits that enhance their learning. They enjoy taking part in the extra-curricular clubs and activities that are on offer, such as art club, magazine club and choir. Pupils also take on leadership roles, such as digital ambassadors and school councillors.

This helps them to make a positive contribution to the school.

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

The school has designed a broad curriculum that is ambitious for all pupils. Staff have ensured that the curriculum is relevant and engaging for their pupils.

For example, pupils enjoy learning about 'Wonderful Wolverhampton!' and finding out if they would like to live in the Caribbean. The school has set out the important knowledge that pupils need to learn and when they should learn it. There are frequent opportunities for pupils to recall their learning, which helps pupils to remember more over time.

For example, in mathematics, pupils use 'flashbacks' to help them remember their previous learning. Training has ensured that staff are experts in the teaching of mathematics. Pupils are catching up rapidly after the lower outcomes seen in the school's published data in 2023.

In a small number of subjects, the delivery of the curriculum is less secure. Sometimes, staff do not have the necessary knowledge to deliver the content well enough. In these cases, they do not always identify and address gaps in pupils' knowledge.

There is a clear ambition to support children with reading from the start of their school journey. Children in the Nursery and Reception enjoy lots of rhymes, songs and stories. This fosters a love of reading as soon as children join the school.

Pupils can talk about their favourite books and authors. The school engages pupils and parents in reading through various workshops. Pupils are excited to select a book from the vending machine and to visit the school library.

However, although the school has put in place a well-sequenced programme for the teaching of early reading, not all staff have the skills they need to deliver it consistently well. As a result, too many children do not receive the precise support they need to make suitable progress in learning to read.

The school ensures that children with special educational needs and/or disabilities (SEND) are identified quickly.

Pupils with SEND are included in all aspects of school life. Staff skilfully adapt the curriculum and provide pupils with SEND with the support they need to access the same ambitious curriculum as their peers.

The school is rightly proud of its early years provision.

Children settle quickly into school life and the high expectations for behaviour and learning are established in the early years. The curriculum is well designed and the school has decided on the most important knowledge it wants children to learn. This provides a strong foundation on which to support children's future learning.

Staff provide clear explanations for children, for example reminding them to 'pinch your pencil' to grip a pencil properly. Children feel happy, safe and secure in the early years.

Pupils' attendance is improving.

The school works closely with families to support pupils to increase their attendance.

Pupils learn how to stay safe and they know how to keep themselves physically and mentally healthy. They understand how to keep themselves safe online and value the help of the pupils who are digital ambassadors.

Pupils are tolerant and enjoy learning about different faiths and religions. They have a good understanding of healthy relationships.

Governors understand the school well.

They provide effective support and challenge for the school. Staff are appreciative of the support they receive from leaders and feel proud to work at a school where they are valued.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The early reading curriculum is not implemented consistently well. Some teaching is not precise enough. Leaders need to make sure that staff have the knowledge and skills they need to deliver the early reading curriculum effectively.

• Pupils who have fallen behind with their reading are not catching up quickly enough. As a result, some pupils cannot read with suitable fluency and comprehension. The school should ensure that pupils who have fallen behind get the help they need to become confident, fluent readers.

• In a small number of subjects, staff's subject knowledge is not as strong as it is in others. This means that some subject content is not delivered as well as it could be, which results in pupils having gaps in their knowledge. The school should ensure that staff are equipped with the expertise they need to effectively implement all aspects of the curriculum so that pupils know and remember more over time.

Also at this postcode
Moreton School

  Compare to
nearby schools