Radleys Primary School

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About Radleys Primary School

Name Radleys Primary School
Website http://www.radleys.walsall.sch.uk
Ofsted Inspections
Head Teacher Mrs Juli Copley
Address Kings Road, Rushall, Walsall, WS4 1JJ
Phone Number 01922721383
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 229
Local Authority Walsall
Highlights from Latest Inspection

What is it like to attend this school?

Leaders have created a positive environment, where pupils feel safe and enjoy being at school.

Staff are welcoming and encouraging. This creates a joyful climate that supports pupils to become confident and self-assured. Pupils are polite to visitors, for example by opening doors for guests unprompted.

Leaders are making changes to improve the quality of education for all pupils. In some subjects such as music, the curriculum is well developed. Other subjects still need more work to ensure the order of teaching follows a logical sequence.

The majority of pupils behave well at school. Pupils know that bullying of any sort is unacceptable and that teachers woul...d stop it if it happened. One pupil spoke for many when they said, 'If there is a problem, our teachers help us to put things back to normal.'

Pupils enjoy the trips and clubs they attend. The school has plans to extend the range of these. The school has close links with its local church.

Alongside this, pupils learn about other religions.

Leaders have high expectations of pupils. The school is highly inclusive and provides good guidance for pupils and families who need extra support.

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

The school's curriculum is not yet sufficiently coherently planned and sequenced in most subjects. However, it is clear from the actions leaders have already taken, including planning other subjects and training staff, that leaders are in the process of bringing this about.

The early years is well led.

The leader is developing staff so that behaviour management becomes consistent across the Nursery and Reception class. Early reading, writing and mathematics are well promoted through the use of texts. For example, 'Whatever Next!' by Jill Murphy involved children re-telling the story through role play.

They were also writing their own sentences about 'Baby Bear'. There are many opportunities within the classroom for children to extend their learning. The learning activities provided for early years children in the outdoor environment are not as well planned and thought out.

The teaching of reading has been weak historically. Leaders have now prioritised reading in the school. The teaching of phonics has improved.

Training for staff has ensured that a consistent approach to teaching reading is in place. Books used within lessons support this. However, currently there are too few resources for pupils to take home books that are matched to the sounds they have learned in class.

This hinders them practising these sounds.

Teachers plan learning activities that build well on pupils' previous learning in subjects such as reading and writing. In subjects including history and geography, the work is not as clearly sequenced.

As a result, pupils do not know and remember as much as they should. In other lessons, such as mathematics, teachers do not spot pupils' errors quickly enough. This hinders pupils' progress.

Most pupils achieve a level that gives them a good start in secondary school at the end of key stage 2. However, leaders are aware of the need to improve attainment in all subjects, including outcomes at the end of early years, and the end of key stage 1.

Pupils with special educational needs and/or disabilities (SEND) are included in all aspects of school life.

The SEND coordinator has a clear oversight of the provision put in place for these pupils.

Pupils make links between other cultures and British values. They understand the need to show tolerance and respect to others.

Pupils' spiritual and moral development is a key feature of all aspects of school life. Pupils know what is right and wrong.

Pupils behave well and have positive attitudes to learning.

They are keen to talk about their work. They have many opportunities to take on different responsibilities both within school and within their community. For example, eco-warriors carry out litter picking in the local area.

The school is well led and managed. Recent improvements made throughout the school are starting to have a positive impact. However, planning in some subjects is not as developed as in others.

Subject leaders are working to put this right. Staff morale is high. Staff enjoy working at the school and agree that leaders ensure their workload is manageable.


The arrangements for safeguarding are effective.

Staff know that safeguarding is very important. Leaders train staff so that they know what to do if they have any concerns about pupils' well-being or safety.

Records show leaders understand the needs of vulnerable pupils. Leaders' quick responses provide support for pupils and their families when needed. Leaders and governors check staff are suitable before they begin work at the school.

What does the school need to do to improve?

(Information for the school and appropriate authority)

In early years, indoor classroom activities ensure that children are focused on their learning. However, opportunities in the outdoor environment are not of the same quality. Leaders should ensure that the range of resources and range of activities available outdoors are improved so pupils have access to a wider range of purposeful learning experiences.

. Pupils are now taught to read well. Pupils' progress is hindered because they do not take home books that are carefully matched to the sounds they know.

Leaders should ensure that the reading resources pupils take home are matched carefully to their reading and phonics skills. . In lessons such as mathematics, pupils' errors are not always identified quickly enough.

As a result, pupils do not always get the support they need. Leaders must ensure staff are sufficiently skilled in systematically checking pupils' learning within lessons. .

The curriculum is not embedded fully across all areas yet. Leaders need to place a greater emphasis on the structure and sequence of lessons, so pupils develop a deeper knowledge and understanding of discrete subjects. This will help pupils to know and remember more.

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