|Name||Colmore Infant and Nursery School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||10 October 2011|
|Address||Colmore Road, Birmingham, West Midlands, B14 6AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||408 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.5|
|Percentage Free School Meals||8.1%|
|Percentage English is Not First Language||25.4%|
Information about the school
The school has increased in size since it was last inspected and is now larger than most other primary schools. The characteristics of the children joining the school have also changed considerably. The proportion of pupils from minority ethnic groups has increased. Around half the pupils now come from a White British background, with others mainly of Asian heritage or mixed-race backgrounds. The proportion joining the school who speak English as an additional language has almost trebled and is now well above average. However, the characteristics of the children joining the nursery in 2011 show a significant fall in the numbers speaking English as an additional language in comparison to recent years. The proportion of pupils with special educational needs and/or disabilities supported by the school is average, as is the proportion known to be eligible for free school meals. The proportion additionally supported by external professionals, or with a statement of special educational needs, is below average. The school was undergoing considerable building work during the inspection.
This is an outstanding school. All pupils thrive because they receive the high-quality teaching and support they need to achieve outstanding outcomes. The very large majority of parents and carers responding to the questionnaire strongly agreed with all the statements and think very highly of the school. Expectations of what pupils can achieve are very high and shared by all staff who continually strive for further improvements. Children usually join the nursery with skills that are typical for their age, although in some years they are lower than expected. Their progress is outstanding in the Early Years Foundation Stage, so attainment is high on starting Year 1. Such progress continues in Years 1 and 2, consequently, attainment is far in excess of the national average by the time pupils leave the school. It is not only academic achievement that sets this school apart. Nearly everything that the school provides is of the very highest quality. Consequently, almost all aspects of pupils’ personal development are outstanding, although they are not given enough opportunities to engage with children from backgrounds different from their own. The attention paid to the care and support for individual pupils, especially those whose circumstances may make them vulnerable, is exceptional. By the time they leave school, pupils are confident and independent learners whose behaviour is exemplary and who are able to concentrate for long periods when tackling problems. Many of their attributes are remarkable for children of such a young age, most notably their research skills and public speaking abilities. Parents and carers are understandably highly confident in the school’s systems for keeping their children safe. Pupils, too, feel totally safe in school. They follow rules carefully, such as not crossing ‘the yellow line’, and have total confidence in staff to help them if they need it. All know, for example, to go to the staff with the ‘red hand’ if they are unhappy, or to turn to one of the playground buddies if they have no one to play with. The school continues to go from strength to strength. It is being driven forward by exceptional leadership from an inspirational headteacher who receives excellent support at all levels, including from members of the governing body. Self-evaluation pinpoints even the smallest areas for improvement, which are invariably tackled successfully. The result is that all areas of excellence have been maintained since the school was last inspected and almost all the remaining aspects are now outstanding. This demonstrates the school’s outstanding capacity for sustained improvement.