|Name||Colmore Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date✝||20 June 2017|
|Address||Colmore Road, Kings Heath, Birmingham, B14 6AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||480 (51.9% boys 48.1% girls)|
|Number of Pupils per Teacher||21.3|
|Percentage Free School Meals||14.4%|
|Percentage English is Not First Language||24.4%|
|Pupils with SEN Support||15%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
Information about this school
The school meets requirements on the publication of specified information on its website. Colmore Junior School is a larger than average-sized primary school. It was awarded national teaching school status in 2013. The Colmore Partnership Teaching School Alliance consists of 28 schools. Colmore Junior School is federated with Colmore Infant School. Both schools share the same governing body. The number of pupils known to be eligible for free school meals is lower than average. The school’s deprivation indicator is below average. The proportion of pupils from minority ethnic backgrounds is above average. The majority of pupils are White British. The remainder come from a variety of backgrounds, the largest being Pakistani heritage. The proportion of pupils who speak English as an additional language is average. The proportion of pupils who have special educational needs and/or disabilities for whom the school provides support is average. The proportion of pupils with an education, health and care plan is above average. Very few pupils join or leave the school during the year. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The strong sense of shared values that exists in the school means that Colmore Junior School is a happy and safe place to be, where pupils enjoy learning. The committed leadership team work well together and are passionate about providing high-quality learning opportunities for the pupils. All staff are enthusiastic and dedicated to the school. The quality of teaching and learning is good. Teachers demonstrate a strong knowledge of their subject. This is evident not only with their own classes, but in the support given to other teachers to consolidate effective classroom practice. Pupils behave extremely well, both in lessons and around the school. They are courteous, respectful and show care and consideration for others. There is a strong sense of mutual respect between staff and pupils, and relationships are excellent. Pupils’ attainment and progress in reading is a strength, and at the end of key stage 2 in 2016 were above levels found nationally. Spiritual, moral, social and cultural education is a key strength of the school and the breadth of opportunity is reflected in the ‘OWL’ (our wider learning) portfolio in every class. Pupils’ learning is further enriched through a wide range of additional curriculum activities. Provision for pupils who have special educational needs and/or disabilities is very strong and parents speak highly of the support their child receives. Teaching assistants provide effective interventions to help pupils make better progress. Leaders have addressed the recent drop in outcomes in writing to good effect. However, the improved standards in writing are not yet reflected in pupils’ topic work, particularly in history and geography. Leaders’ work to improve outcomes for disadvantaged pupils is having a positive impact. Although the difference is diminishing, there is still a gap in performance between disadvantaged and non-disadvantaged pupils. In some lessons, pupils’ work is not sufficiently challenging to help them accelerate their progress. Sometimes, teachers do not question pupils rigorously enough to allow them to develop their answers or ideas in greater depth. Information governors receive from leaders is not always detailed enough to enable them to check the school’s progress against priorities for improvement or ensure that they provide value for money.
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