Osborne Primary School

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About Osborne Primary School

Name Osborne Primary School
Website http://www.osborne-pri.bham.sch.uk
Ofsted Inspections
Mrs Lisa Dodd
Address Osborne Road, Erdington, Birmingham, B23 6TY
Phone Number 01214643346
Phase Academy
Type Academy sponsor led
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 405
Local Authority Birmingham
Highlights from Latest Inspection

What is it like to attend this school?

Pupils do very well at Osborne Primary because staff put their needs and interests first.

Every member of staff genuinely cares for each individual pupil. This helps them to feel safe in school. The school expects each pupil to be the very best they can be.

They have high ambitions for everyone. The new curriculum is having a positive impact and is now helping pupils to achieve staff's high ambitions through exciting and engaging learning.

The school's values of fairness, respect, forgiveness, courage, persistence and self-control are evident in all that pupils do.

The mutual respect between adults and pupils is clear to see. Pupils feel listened to.... They say, 'Our voices are heard; we are known and recognised.'

Staff model the behaviour they expect from pupils. Pupils rise to these expectations impressively. They behave well at all points of the day and are polite and well mannered.

They understand that some pupils find it difficult to manage their own behaviour. The school's strong focus on helping pupils overcome these difficulties is of a high quality. This means pupils' learning is rarely disrupted.

School leaders have created a calm environment both in lessons and during social times. It is a harmonious and happy place to be.

What does the school do well and what does it need to do better?

Dedicated and skilful school leaders, supported by a highly effective trust, have undoubtedly led to this school making the strong improvements it has.

Historically, pupils' outcomes at the end of key stage 2 have been weak. However, the new curriculum planning and effective teaching of this curriculum are now helping all pupils to make stronger progress. Leaders' uncompromising focus on ensuring that all pupils achieve to the best of their ability is having a very positive impact on current pupils' progress.

However, the new curriculum has only recently been fully introduced so some pupils continue to have gaps in their learning.

A new phonics scheme has also been introduced. Staff are trained to a high level and phonics is taught consistently well across school.

This includes pupils who need extra support to keep up with their peers. Staff identify pupils who need additional support swiftly. Extra sessions are put in place without delay.

Books pupils read are carefully matched to their ability. This supports them to practise the sounds they know and become fluent and confident readers. The beautifully refurbished library is awash with high-quality texts.

These have been carefully chosen to celebrate the many different cultures, races and religions in school. Pupils talk about how much they appreciate these. The treehouse provides a fun, safe and welcoming place for books to be enjoyed.

The school identifies pupils with special educational needs and/or disabilities without delay. Carefully devised support packages, and approaches to delivering the curriculum, enable these pupils to learn alongside their peers effectively. This starts in the early years where staff know the needs of each child extremely well.

The setting provides interesting and engaging learning activities that promote language development and independence. Strong relationships with children and parents are at the heart of all they do. This is continued across all areas of the school.

There are high expectations for behaviour that are clearly understood by all. Anything that falls below this high standard is not accepted. Any issues that do arise are managed in a nurturing and caring way.

This is bringing about sustained improvements in behaviour. The school understands that there are still too many pupils who do not attend school often enough. However, they are doing all they can to support pupils and parents in recognising the importance of attending every day so important learning, and opportunities to build relationships, are not missed.

The school recognises the importance of pupils being responsible and active citizens of the future. Diversity and difference are celebrated proudly. The focus on being 'unique but united' is clearly evident.

Pupils understand that it is never right to treat people differently because of who they are or what they believe. The school provides opportunities for pupils to work with positive role models. This includes visitors who talk about the jobs they do to inspire possible careers of the future.

There is a high priority on the pastoral support provided to pupils. Sam, the school dog, supports this work and is a much-loved member of the passionate and child-centred team.

Staff are proud members of the Osborne family.

The whole staff team work collectively to achieve the vision and aims of school leaders that are so clearly communicated. The trust and trustees are influential in this and fully support the unwavering desire of all leaders that this school is the very best it can be.


The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have developed an effective curriculum, but this has only recently been introduced. As a result, some pupils still have gaps in their knowledge across a range of subjects. Leaders should continue their successful work to implement the revised curriculum to enable pupils to continue the rapid progress they are now making.

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