|Name||Shaw Hill Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||08 March 2017|
|Address||Anthony Road, Alum Rock, Birmingham, West Midlands, B8 3AN|
|Religious Character||Does not apply|
|Number of Pupils||490 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.1|
|Percentage Free School Meals||28.3%|
|Percentage English is Not First Language||88%|
|Pupils with SEN Support||10.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. This is a large primary school. All pupils are from minority ethnic backgrounds, the large majority of which are of Pakistani heritage. Other pupils come from a range of heritages, including African, Bangladeshi and Roma or Gypsy ethnic groups. Most pupils speak English as an additional language and approximately one in 10 pupils joining the school at different times speaks little or no English. These figures are well above the national average. Early years provision comprises a Nursery class for three-year-old children who all attend part-time in the morning or afternoon, and two Reception classes for four- and five-year-olds who all attend full-time. The percentage of pupils who have special educational needs and/or disabilities is similar to that of most schools. The percentage of pupils eligible for pupil premium funding is well above the national average. The school met government floor standards in 2016, which are the minimum requirements for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. After the school’s previous inspection in June 2013, the school also received a monitoring inspection carried out by Her Majesty’s Inspectors in May 2014. This inspection was carried out in accordance with no formal designation procedures under section 8 of the Education Act 2005. The monitoring inspection looked at the effectiveness of safeguarding arrangements and the leadership and management of the school.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher and deputy headteacher provide strong leadership. The systems used by leaders to check pupils’ progress and teachers’ performance are highly effective. The headteacher has been determined and successful, driving sustained improvement since the previous inspection. He is very well respected by pupils, parents and staff. Senior leaders are extremely well supported by highly effective assistant headteachers and staff with management responsibilities. Pupils of all abilities and backgrounds achieve exceptionally well. They make rapid progress in reading, writing and mathematics from their different starting points each year. The proportion of pupils exceeding age-related standards is typically higher than in most schools by the end of Year 6. There is further scope now to increase the number of pupils reaching these high standards in Years 1 to 5. Teachers set high expectations. They are ambitious for pupils to succeed. Lessons include effective support from teaching assistants. The teaching enables the large majority of pupils of all abilities and backgrounds to make outstanding progress and reach or exceed age-related standards. Early years provision is first class and a model of outstanding practice. The children make rapid progress in their development of early language, literacy and mathematics. The early years team manages provision extremely well. The support and care provided for all pupils, including those who are disadvantaged, are very effective in improving pupils’ safety, welfare and attendance. Pupils who have special educational needs and/or disabilities achieve exceptionally well. The planning and oversight of the impact of interventions planned for them are very effective. Pupils behave exceptionally well. There are very positive relationships between pupils, parents and staff. Pupils work very hard, although in some lessons teachers do not provide enough time for pupils to think for themselves or work independently, which slows their progress. Governance has improved very well since the previous inspection. The governing body was reconstituted two years ago and recruited many highly skilled and effective governors. The curriculum inspires and enlivens pupils. It is having a very positive effect on pupils’ academic and personal development.