Redbrook Hayes Community Primary School

What is this page?

We are, a schools information website. This page is one of our school directory pages. This is not the website of Redbrook Hayes Community Primary School.

What is Locrating?

Locrating is the UK's most popular and trusted school guide; it allows you to view inspection reports, admissions data, exam results, catchment areas, league tables, school reviews, neighbourhood information, carry out school comparisons and much more. Below is some useful summary information regarding Redbrook Hayes Community Primary School.

To see all our data you need to click the blue button at the bottom of this page to view Redbrook Hayes Community Primary School on our interactive map.

About Redbrook Hayes Community Primary School

Name Redbrook Hayes Community Primary School
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Mrs Lucy Turner
Address Talbot Road, Brereton, Rugeley, WS15 1AU
Phone Number 01889228740
Phase Academy
Type Academy converter
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 212
Local Authority Staffordshire
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is a good school The headteacher has been successful in improving the quality of teaching in school. As a result, teachers use accurate assessment information to plan lessons that enable pupils to make good progress.

The headteacher has coached the newly appointed school leaders effectively to influence and improve teachers' practice across the school. The headteacher's monitoring and the procedures he has introduced to oversee the quality of teaching and learning are effective. Leaders consistently hold teachers to account for the progress that pupils make.

The headteacher has ensured that governors have full access to all information regarding the quali...ty of teaching and the impact that this is having on pupils' outcomes. As a result, governors are able to hold school leaders to account for the progress that pupils make. The teacher in charge of early years knows the children well and is able to plan work which moves their learning on.

Pupils respond well to the expectations that staff have of them. They are attentive and well behaved during lessons and treat each other with respect. Teachers and governors receive appropriate safeguarding training.

Arrangements to keep pupils safe in school are robust and effective. It is not yet an outstanding school because : Pupils' work shows that teachers do not always offer the right level of challenge for the most-able pupils in writing and mathematics. Newly appointed school leaders are not yet familiar with the school's monitoring systems to hold teachers fully to account for the progress that pupils make, particularly in writing and mathematics.

. Information about the stage of learning that the children are at by the end of Reception is used well

when pupils move into Year 1. As a result, phonics groups are quickly established and pupils are being taught to read effectively.

Teachers and teaching assistants check the work that the pupils are doing in the classroom regularly throughout the lessons. Where misconceptions are spotted, staff phrase questions in a way that encourages the pupils to think for themselves, which is helping them to deepen their understanding. The school has focused very much on the teaching of reading.

Reading homework is given out daily and is checked by teachers. Inspectors saw parental comments within the reading journals which were very positive and which contributed significantly to the pupils' levels of self-confidence and enjoyment of reading. This developing relationship between parents and the school is a significant step towards involving parents in the life of the school.

Teaching is not yet outstanding because some of the work being given to the more-able pupils in writing and mathematics is too easy. As a result, they are not yet making accelerated progress. Personal development, behaviour and welfare is good Personal development and welfare The school's work to promote pupils' personal development and welfare is good.

Pupils respond well in lessons to teachers' praise and encouragement. They are keen to answer questions and read out their work confidently. Pupils' work is neat and well-presented and they take a pride in the quality of their books.

Leaders, staff and governors make a strong contribution to pupils' spiritual, moral, social and cultural development, which provides pupils with a real sense of emotional security. Pupils, including those with disabilities and special educational needs and those who are disadvantaged, all tackle their work confidently. The school has ensured that the pupils know how to keep themselves safe.

Information about how to use the internet safely is part of the school's curriculum. Pupils say that they feel safe in school and that they know who to go to if they have a problem. They say that the headteacher deals with any form of bullying very quickly.

Every parent who replied to the online Parent View questionnaire agreed that their children are happy and that they are kept safe in school. Behaviour The behaviour of pupils is good. Pupils are extremely focused in lessons and treat each other with respect.

They get on with their work quietly while their teacher is helping their classmates. Pupils offer praise to others when they read aloud to their classmates. At break and lunchtimes, the pupils were observed interacting and playing well together.

In the past, there has been a high level of persistent absence. This has been tackled successfully by the school. As a result, the proportion of disadvantaged boys who are regularly absent is lower than the national average.

This is a significant improvement. Outcomes for pupils are good As a result of improvements in the quality of leadership and teaching, the achievement at the end of Year 6 in reading, writing and mathematics is better than the national average. An increasing proportion of pupils make or exceed the expected rates of progress in these subjects.

The standards of attainment reached by pupils remain slightly below the national average, but are improving at a rate better than that made by other pupils nationally. Standards at the end of Year 6 in spelling, punctuation and grammar were significantly lower than the national average last year. However, this is now a focus for the school and the most recent pupil assessments show that the proportion of pupils who are on track to reach the expected standard by the end of the year has increased significantly.

Throughout early years and Key Stage 1 phonics (letters and the sounds that they make) is taught well. Throughout the school, standards in reading are particularly high. All groups of pupils are making progress that is at least in line with other pupils nationally and a higher proportion than other pupils nationally make progress that is better than expected.

Disadvantaged pupils are making expected progress which is at least in line with other pupils nationally in reading, writing and mathematics. The proportion of disadvantaged pupils making better than expected progress in reading is high in comparison with other pupils nationally. Disabled pupils and those with special educational needs are making progress in reading, writing and mathematics, which is in line with other pupils nationally.

The progress that they are making in reading and writing is much better than the national average. The school's own internal assessments show that pupils in all year groups are making rapid progress from their starting points. However, the most-able pupils are not yet making as much progress in writing and mathematics as they are in reading.

Pupils are well prepared for their next stage of education as a result of these good outcomes, although leaders and staff recognise that some of the most-able pupils could be doing better in writing and mathematics. Early years provision is good Provision for children in the early years is good. They are provided with a range of English and mathematics activities that meet their individual needs and their progress is tracked carefully by the teacher using effective assessment systems.

Children, including those identified as requiring extra support and those disadvantaged children who receive additional funding, make good progress from their starting points. This is evident from their work and records of their achievements. Children are well prepared for Year 1 as a result of their good progress in the early years.

The learning environment provides a range of experiences, which the children are keen to explore. They know how to take turns and listen carefully to each other when sharing books and discussing activities. The teacher plans activities which are carefully matched to individual needs.

Evidence seen during the inspection shows that the children are acquiring new skills rapidly, such as showing good awareness of basic punctuation in their writing. The children behave themselves well and listen attentively to the teacher. The early years leader works with other local schools to ensure that judgements that are being made regarding children's progress are accurate.

Parents are welcomed into the setting and speak highly of the work of the staff. For example, one parent commented, 'My son has settled well into nursery. They have a good range of activities that they change every day and I can already see my son is learning new skills and confidence'.

All relevant checks are made by the school on staff and any volunteers and safeguarding in the early years is effective. School details Unique reference number 134665 Local authority Staffordshire Inspection number 10002490 This inspection was carried out under section 5 of the Education Act 2005. Type of school Primary School category Maintained Age range of pupils 3–11 Gender of pupils Mixed Number of pupils on the school roll 212 Appropriate authority The governing body Chair Mrs L Thompson Headteacher Mr C Gaffiney Telephone number 01889 256600 Website www.


uk Email address [email protected].

uk Date of previous inspection 12–13 November 2013

  Compare to
nearby schools