|Name||Four Dwellings Primary Academy|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||09 July 2019|
|Address||Quinton Road West, Quinton, Birmingham, West Midlands, B32 1PJ|
|Religious Character||Does Not Apply|
|Number of Pupils||400 (51% boys 49% girls)|
|Number of Pupils per Teacher||17.0|
|Academy Sponsor||Academies Enterprise Trust (Aet)|
|Percentage Free School Meals||49.1%|
|Percentage English is Not First Language||24%|
Information about this school
The school is larger than the average-sized primary school. The school is part of the Academies Enterprise Trust (AET). The trust comprises 57 schools nationally. The board of trustees has overarching responsibility for the governance of the school. A local governing body is in place to hold leaders to account for the school’s performance. This governing body reports to the board of trustees. Nearly two thirds of pupils are disadvantaged. This is much higher than the national average. The proportion of pupils with SEND is in line with the national average. The number of pupils with an education, health and care plan is broadly in line with the national average. There are two classes in each year group from the Reception Year to Year 6. There is one part-time Nursery class. The school runs a breakfast club.
Summary of key findings for parents and pupils
This is an inadequate school The school’s overall effectiveness has declined since the previous inspection. Leaders and governors have failed to address weaknesses in pupils’ attendance and behaviour successfully. Many teachers do not manage pupils’ behaviour effectively. Low-level disruption and poor behaviour interrupt pupils’ learning in several classes. Behaviour in a small number of Year 5 and 6 classes is unruly. Safeguarding is not effective. Sometimes, pupils do not feel safe at the school. Pupils’ attendance is consistently low. High rates of fixed-term exclusion and the use of part-time timetables contribute to this. Leaders do not check thoroughly enough to see whether their actions to improve teaching, learning, pupils’ attendance and behaviour are making the intended difference. Leaders do not use assessment well enough to have a clear understanding of pupils’ progress across each key stage. Teachers do not receive the feedback they need to improve their teaching. Teachers do not provide work that matches some pupils’ needs closely enough. Work lacks challenge for the most able pupils. As a result, pupils do not make consistently good progress. Pupils repeat errors in spelling, punctuation and grammar, because teachers do not routinely address these. The wider curriculum is broad and interesting. However, teaching does not build well enough on what pupils have learned before. Many parents and carers are unhappy with the leadership of the school. They are concerned about pupils’ behaviour and safety. The school has the following strengths Leaders’ improvement plans focus on the right priorities. Support from the trust and effective training are improving the skills of leaders and teachers. Pupils benefit from a wide range of enrichment opportunities, including trips and after-school clubs. Early years provision is good. As a result, children make a strong start to their education. They make good progress and develop into confident and independent learners. Pupils’ progress in English and mathematics is similar to other pupils nationally by the end of Year 6.