Chad Vale Primary School


Name Chad Vale Primary School
Website http://www.chadvale.bham.sch.uk
Ofsted Inspection Rating Good
Address Nursery Road, Edgbaston, Birmingham, B15 3JU
Phone Number 01214647329
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 421 (51.8% boys 48.2% girls)
Number of Pupils per Teacher 22.4
Local Authority Birmingham
Percentage Free School Meals 10.2%
Percentage English is Not First Language 37.8%
Persisitent Absence 5.6%
Pupils with SEN Support 6.2%
Catchment Area Information Available Yes
Last Distance Offered Information Available No
Highlights from Latest Full Inspection
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Information about this school

Since the previous inspection, the school has changed from being a one-form entry school to a two-form entry school. The school is larger than the average-sized primary school. Children begin the Early Years Foundation Stage in the Reception class. Approximately eight out of ten pupils are from minority ethnic heritages, mainly Indian and Pakistani. Over a third of pupils speak English as an additional language, although only a few are at the early stages of learning to speak English. The proportion of disadvantaged pupils supported by pupil premium funding is similar to the national average. This funding is provided for pupils who are known to be eligible for free school meals, or are in local authority care. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The headteacher is retiring in December 2014. The deputy headteacher at the school has been appointed as headteacher from January 2015. The school holds several awards including Artsmark, ICT Mark and Quality Mark 4.

Summary of key findings for parents and pupils

This is a good school. The headteacher, strongly supported by the deputy headteacher, provides a clear focus on improvement and as a result achievement is rising. They have an accurate understanding of the school’s strengths and areas for improvement. Leaders have created a cohesive and purposeful learning community where all pupils feel safe and valued as individuals and can thrive in their learning. Behaviour is good. Pupils have positive attitudes, enjoy coming to school, work hard and have good relationships with each other and with adults. Teachers have high expectations of what pupils can achieve and they plan interesting activities that engage pupils in their learning. Carefully tailored support for disabled pupils, those who have special educational needs and disadvantaged pupils enables these pupils to make good progress and participate fully in activities. By the end of Year 6, attainment in reading, writing and mathematics is above average. Pupils’ progress from their various starting points is good. Teachers work well with parents who feel welcome in the school. Governors know the school well and contribute to formulating the school’s values and aims. They challenge the school about its performance. The school promotes pupils’ spiritual, moral, social and cultural development well through the broad and balanced range of subjects taught. Pupils are prepared well for life in modern Britain. Children get off to a good start in the Early Years Foundation Stage and make good progress because : the staff get to know them well and help them to settle to school life well. It is not yet an outstanding school because : At times, the work provided for more able younger pupils is too easy so they do not always achieve their full potential. Pupils are not always given enough guidance about how to improve their work and, when advice is given, teachers do not check that pupils have acted upon it. Outside learning opportunities are not planned well enough to help children in the Reception class develop their knowledge, skills and understanding. Subject leaders are not yet fully effective in improving the quality of teaching in their subjects.