Caldmore Primary Academy

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About Caldmore Primary Academy

Name Caldmore Primary Academy
Ofsted Inspections
Acting Head of School Mrs Hilary Mitchell
Address Carless Street, Walsall, WS1 3RH
Phone Number 01922721359
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 451
Local Authority Walsall
Highlights from Latest Inspection

What is it like to attend this school?

Caldmore Primary is a welcoming, caring and inclusive school.

It is at the heart of the local community. Parents and carers are happy with the school. They say their children love learning.

Pupils come from lots of different backgrounds. They speak a range of languages. They all get on well with each other.

Many pupils join part-way through the school year. They settle in well because of the support they receive. Leaders and staff do everything they can to make sure that pupils are safe and happy.

Pupils enjoy their time here.

Pupils rise to teachers' high expectations. The school's motto of 'Aspire, Believe, Achieve' is central to everythin...g it does.

Pupils behave well. The school is calm and orderly. Bullying is not an issue because teachers sort out any problems quickly.

As one pupil said, 'We all get on and look after each other.' Leaders' records show that the actions taken prevent bullying re-occurring.

There are many opportunities for pupils to develop their talents and interests.

Pupils take part in sports competitions and choir performances. The school has a junior leadership team. The team takes suggestions from pupils on how to improve school life.

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

The school provides pupils with a good quality of education. Leaders have designed an exciting curriculum. Pupils go on trips to broaden their experiences.

For example, pupils go to the seaside and West Midlands Safari Park. The curriculum develops pupils' use of language and extends their vocabulary. There is a focus on developing pupils' spoken language.

On 'No pens Wednesday', pupils take part in speaking and listening activities. They learn to use words such as 'reflective', 'artistic' and 'eccentric.'

Children get off to a good start in early years.

Staff make the children feel safe and confident and develop their independence. The children are happy. They learn with their friends in a stimulating environment.

The curriculum is well planned. There is a key focus on developing children's early speaking skills. They are well equipped and ready to move into Year 1.

Leaders have made the teaching of reading an important priority. Children in Nursery and the Reception class begin learning phonics. Pupils who are struggling to read get the right support from their teachers and well-trained teaching assistants.

They catch up quickly. Leaders have invested considerable resources in developing pupils' reading. Teachers provide parents with help to support their child with phonics and reading.

Parents can borrow books from school to share with their child at home.

Leaders ensure that pupils develop a clear progression of skills and knowledge in English, mathematics and science and a number of other subjects. These strengths are not matched in all subjects though.

History, geography and physical education (PE) are not planned as well so that the pupils are able to learn more and remember more. It is clear, though, that leaders recognise this. They have plans in place to develop these subjects and train staff in how to deliver them.

Pupils who are disadvantaged and those with special educational needs and/or disabilities (SEND) achieve well because staff identify any barriers to learning quickly and put the right support in place. Parents and carers of these pupils appreciate the support they receive.

Leaders' work to develop pupils' personal and social skills is excellent.

The curriculum develops pupils' understanding of the world and their rights as citizens. Staff give pupils leadership opportunities, such as those of playground buddies and eco-warriors. Pupils are respectful and thoughtful towards others.

They work well together and this helps their learning.

Leaders, including governors, support and motivate the staff. All work as part of a committed team.

Staff morale is high. Teachers appreciate how senior leaders consider workloads and their well-being.

Leaders ensure that parents and carers are welcome to visit the school.

Parents are confident to talk to their children's teachers if they need to. The school community works together to ensure that pupils succeed in their education.

Teachers want pupils to achieve well in all subjects.

There are times, though, when teachers do not take account of what pupils already know. When this happens, pupils are asked to complete tasks unnecessarily. This slows their learning down.


The arrangements for safeguarding are effective.

Staff are clear about the procedures to follow if they have a concern about a pupil's safety. They are well trained and report any concerns they may have about a pupil's well-being.

Incidents are accurately recorded and followed through.Pupils learn to keep themselves safe, including when using the internet. Pupils know how to keep safe when playing in the local community.

They are aware of the risks that they face.Leaders work well with experts from outside the school when more help is needed.

What does the school need to do to improve?

(Information for the school and appropriate authority)

The school's curriculum is not yet sufficiently well planned and sequenced in history, geography and PE.

However, leaders are in the process of putting this in place. Leaders should ensure that all subject plans are well developed. They should ensure that teachers have the subject knowledge to deliver them effectively and that pupils can show they know and remember more and can do more.

. There are times when pupils have to complete unnecessary tasks. Leaders need to ensure that teachers make effective use of assessment so tasks are closely matched to pupils' abilities.

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