Castle Bromwich Infant and Nursery School

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About Castle Bromwich Infant and Nursery School

Name Castle Bromwich Infant and Nursery School
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Mr Justin Stokes
Address Green Lane, Castle Bromwich, Birmingham, B36 0BX
Phone Number 01217473369
Phase Academy
Type Academy converter
Age Range 2-7
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Local Authority Solihull
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

What is it like to attend this school?

Children get off to a strong start in the early years. Adults model language well and are attentive to children's needs.

Teachers plan exciting activities in all classes. These hook the children's interests and spark their imaginations.

Pupils are happy and feel safe at school.

They are considerate to each other and readily include others in their play and learning. Pupils know and follow the school rules. These ensure that pupils are polite, kind, play nicely, look after their school and work hard.

Pupils know what bullying is and know that adults deal with this quickly if it ever happens.

Leaders have high expectations of pupils. They make... sure that all pupils are fully included in school life.

Reading, writing and mathematics are taught well. Staff provide effective support for those who need it. As a result, pupils achieve well in these subjects.

Pupils enjoy reading. They have a wide range of books to choose from. Teachers also read different types of books from the 'Super Six' collection in each year group.

This includes books about mental health.

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

Since the headteacher's appointment, leaders have worked hard to construct an ambitious and well-designed curriculum. They have mapped out the skills and knowledge they want pupils to learn in all subjects.

Lessons are sequenced in the right order to help pupils build their learning over time in most subjects. However, pupils do not develop a secure understanding or remember what they learn in some subjects that have less curriculum time. In addition, the early years curriculum does not fully underpin what pupils learn in key stage 1.

Leaders are making changes, where needed, to ensure that pupils achieve well in all subjects.

Leaders have maintained a strong focus on keeping children safe and happy throughout the pandemic. Lots of attention has been given to ensuring that pupils do not fall behind in their reading, writing and mathematics.

Teachers regularly assess how well pupils are achieving in these subjects. However, checks on pupils' knowledge in other subjects are at an early stage. This means that teachers do not routinely pick up where gaps in pupils' knowledge and skills exist.

Curriculum leaders are enthusiastic and committed. However, few have sufficient time to check what is working well and where improvements are needed. As a result, some issues in curriculum structure and delivery go undetected.

Leaders have identified developing curriculum leadership as a school priority.

Reading is a high priority. Leaders make clear that the teaching of early reading is key to the progress of all pupils.

They invest considerable resources and time to do this. They are rightly taking their time to investigate which reading materials will strengthen phonic teaching even further. Staff are well trained in teaching phonics.

Pupils work in ability groups so that work is set at the right level. Reading books match the sounds and letters that they learn. Staff make sure that pupils read regularly at home and in school.

Extra support is provided for pupils who struggle with reading. This helps them to catch up.

Staff are astute and adept at identifying pupils with special educational needs and/or disabilities, particularly in the early years.

This enables leaders and staff to provide the support needed from the outset. Pupils are supported well in lessons and benefit from additional, specialist support if needed. Pupils are fully included in all lessons and school activities.

They achieve well due to the high-quality care and support they receive.

Pupils have a growing understanding of British values. They know the importance of voting and of respect for others.

They have a good understanding about keeping healthy and know whom to talk to if they are worried. Pupils enjoy the trips and events school offers. These add to their social and personal development.

Pupils not only achieve well but they behave well. Pupils pay attention and do not distract others from learning; in fact, quite the opposite. Inspectors heard nursery children inviting others to join them slotting pasta twists into a bottle.

Pupils take pride in their work. At breaktimes, they play happily together.

Leaders have worked hard to improve attendance.

They monitor and quickly follow up on any pupils who are absent. Nevertheless, there are a small number of families who do not send their children to school regularly. Leaders are intent on tackling and improving attendance.


The arrangements for safeguarding are effective.

Safeguarding is at the heart of the school's work. Leaders ensure that all staff and governors receive the most recent guidance and training.

Staff are vigilant and know how to log any concerns on the school's safeguarding system. Leaders follow these up swiftly. Advice is sought and support accessed from external agencies where needed.

Leaders follow safer recruitment procedures closely when appointing staff.

Pupils learn how to keep themselves safe through the curriculum. They have a good understanding of online safety.

They learn about appropriate relationships and know whom to talk to if they have any worries.

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 sequenced or balanced in some subjects. This means that pupils have gaps in their knowledge.

Leaders should review and evaluate how time spent on different subjects helps to ensure pupils know and remember more. Leaders should make sure that the intended curriculum is coherently sequenced, from early years through to Year 2. ? Assessment of pupils' knowledge and skills in foundation subjects is at an early stage of development.

As a result, teachers are unclear what pupils know and remember. Leaders should ensure that teachers assess what pupils know and can do in all subjects, so that gaps in pupils' learning can be identified and addressed. ? Subject leaders have limited time and opportunity to monitor and evaluate their subject areas.

This means that weaknesses in planning and delivery can go undetected. Leaders should provide time and training to enable subject leaders to support colleagues and drive improvements in their subjects. ? Attendance was below the national average before the pandemic and has not improved sufficiently.

Too many pupils continue to miss lessons. This impacts on their achievement. Leaders should continue to work with parents to ensure regular attendance.

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