|Name||Glebefields Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||19 March 2019|
|Address||Sandgate Road, Tipton, West Midlands, DY4 0SX|
|Religious Character||Does not apply|
|Number of Pupils||459 (49% boys 51% girls)|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||38.1%|
|Percentage English is Not First Language||8.9%|
|Pupils with SEN Support||18.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Glebefields Primary School is larger than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is far higher than the national average. The proportion of pupils with SEND is much higher than the national average. However, the proportion of pupils with an education, health and care plan is below the national average. More pupils leave and join the school part way through the school year than is typical in other schools nationally. When children start the school, a very significant majority have skills well below those typical for their age.
Summary of key findings for parents and pupils
This is a school that requires improvement The good standard of education in the school has not been maintained since the previous inspection. As a result of particularly challenging circumstances, leaders and governors have not addressed areas for improvement effectively. Governors have not ensured that acting leaders have received sufficient support to cover for the substantive headteacher’s absence. Attainment and progress in mathematics by the end of key stage 2 in 2018 were considerably below the national average. Pupils do not have enough opportunities to practise their problem-solving and reasoning skills. At key stage 1, attainment in reading, writing and mathematics has been below the national averages for the last three years. Teaching is not good enough across the school. Some teachers do not have an accurate understanding of what pupils can and should achieve. This leads to low expectations, particularly for the most able pupils. Leaders do not have an accurate picture of pupils’ progress and attainment. Some teachers do not pick up on pupils’ misconceptions and adapt their teaching to meet pupils’ needs or show them how to improve their work, to close the gaps in pupils’ learning. This is due in part to some teachers’ weak subject knowledge. New approaches to the teaching of writing and handwriting have not yet had significant impact on pupils’ progress. The school has the following strengths The acting headteacher has put in place a more strategic approach to improvement planning. Middle leaders are now more involved in monitoring and improving the quality of teaching. Pupils behave very well and are a credit to the school. They are enthusiastic and love reading. They say that bullying is rare. Safeguarding is effective. Parents and carers value the support staff provide to keep children safe. Children in the early years settle quickly and make strong progress from their starting points. By the end of key stage 2 in 2018, pupils made exceptional progress in reading from their starting points. The proportion of pupils that achieved the expected standard in reading was above the national average. The wider curriculum is enriched through exciting trips and visits. The school has achieved awards for physical education (PE) and science. Disadvantaged pupils make good progress, and pupils who have special educational needs and/or disabilities (SEND) are well supported to make strong progress across the school.