|Name||Hill West Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 January 2015|
|Address||Clarence Road, Four Oaks, Sutton Coldfield, West Midlands, B74 4LD|
|Religious Character||Does Not Apply|
|Number of Pupils||420 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.8|
|Academy Sponsor||The Arthur Terry Learning Partnership|
|Percentage Free School Meals||9%|
|Percentage English is Not First Language||4.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Hill West Primary converted to become an academy school in April 2013. When its predecessor school, also called Hill West Primary, was last inspected by Ofsted, it was judged to be good. The school is part of the Arthur Terry Learning Partnership, which comprises seven schools. Hill West Primary is larger than the average-sized primary school. There are two classes in Reception and all Reception children attend full-time. There are two classes for each year-group in Key Stage 1 and Key Stage 2. Pupils in Year 6 are grouped by ability for teaching in English and mathematics. Nearly three quarters of pupils are White British, about the same proportion as nationally. The remainder come from various ethnic minority heritages. Fewer pupils than average speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is below average, at 11%. A small minority of pupils have an education, health and care plan. Approximately 19% of the pupils are supported by the pupil premium (the additional funding allocated by the government which, in this school, is used to support pupils known to be eligible for free school meals and those looked after by the local authority). This is below average. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school has received many awards, including the International School Award and Investors in People status. There have been substantial changes in staffing at all levels since the academy opened. Governors appointed four new teachers in September 2013, and an assistant headteacher. In September 2014 they appointed four temporary leaders to cover maternity leaves. Four newly qualified teachers were also appointed in September 2014. The headteacher and senior leaders contribute to school improvement work in other schools throughout the local authority. There is a nursery on the school site, and a before-school breakfast club and an after-school club for children aged 4 to 7. These are not managed by the governing body and did not form part of the inspection. There is a before-school and after-school club for pupils aged 7 to 11. These are managed by the governing body and formed part of the inspection.
Summary of key findings for parents and pupils
This is a good school. The headteacher is very well supported by the school’s senior leaders and colleagues from the Arthur Terry Learning Partnership. Together with governors, all leaders have worked very effectively to make this a rapidly improving school. Pupils achieve well from the time they join Reception through to the end of Year 6. Many pupils attain results that are above the national average by the time they leave school. Children get off to a good start in early years, where staff teach them well and help them make good progress. Teaching is good. It ensures that all pupils, including disadvantaged pupils, disabled pupils and those who have special educational needs, achieve well, often progressing faster than is expected for their age. Teachers mark books thoroughly and give pupils good guidance on how they can improve their work. Pupils’ behaviour is good. Pupils are very enthusiastic about their lessons and the other activities which the school provides. Pupils feel very safe and well cared for. Attendance is above average. Leaders, including governors, check the quality of teaching and learning thoroughly. The school provides very good opportunities for staff to improve their expertise further. Pupils’ spiritual, moral, social and cultural development is outstanding. Pupils make a positive contribution to the local environment and to the school community. Pupils participate wholeheartedly in the extensive sporting and musical activities on offer to them. Parents strongly support the school. They recognise recent improvements and value the friendly environment in which their children learn well. It is not yet an outstanding school because : Pupils’ progress in reading, while generally good, is not as rapid as it is in mathematics and writing. Occasionally, the work teachers set for some pupils, especially the most able, is not challenging enough to hold their interest or help them reach the higher levels. The school’s new system for assessment and tracking pupils’ progress is not yet fully embedded. Information on pupils’ achievement is not shared sufficiently with the pupils themselves or their parents.