|Name||Spring Vale Primary School|
|Ofsted Inspection Rating||Outstanding|
|Address||Kenilworth Crescent, Parkfield, Wolverhampton, WV4 6SD|
|Religious Character||Does Not Apply|
|Number of Pupils||343 (47.5% boys 52.5% girls)|
|Number of Pupils per Teacher||18.5|
|Percentage Free School Meals||39.9%|
|Percentage English is Not First Language||41.8%|
|Pupils with SEN Support||19%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (09 October 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
What is it like to attend this school?
Pupils enjoy their learning and life at school. They appreciate the challenge and encouragement teachers provide. Teachers want and expect pupils to do their best. Learning is always interesting, and the school expects every pupil to do exceptionally well, which they do.
Pupils look forward to coming to school and wear their uniform with pride. They value the strong sense of community and belonging. Pupils’ behaviour is impeccable in lessons and around the school site. Bullying is rare. If it does happen, staff deal with it quickly and well. Pupils feel safe and appreciate the support that they receive. They told us that all staff are friendly and approachable.
Pupils really enjoy the opportunities for learning outside the classroom. They enjoy the wide range of trips and activities on offer. Pupils have new experiences that bring their learning to life. This prepares them well for the next steps in their education.
Pupils enjoy playing a wide range of sports. They are proud to represent their school in many local sports events. Many pupils also choose to learn to play several musical instruments.
Relationships with parents and carers are strong and they value the dedication of the staff.
What does the school do well and what does it need to do better?
Leaders are knowledgeable and have planned the curriculum well. They support teachers well by making sure that they have the skills and strong subject knowledge they need. Pupils can remember, and build on, their learning because the curriculum is well structured and organised. As a result, they make very good progress across the curriculum. In science, for example, good planning helps pupils to build on their knowledge of the digestive system well from one year to the next. In 2019, pupils’ outcomes in reading, writing and mathematics were above the national average at both key stage 1 and key stage 2. Pupils throughout the school are very well prepared for the next steps in their education, including being ready for secondary school.
In the early years, children settle quickly into the nurturing environment staff create. Children’s abilities and needs are identified quickly through teachers’ careful assessments. Teachers use this information well to identify what children need to do next. They develop children’s early mathematics, language and communication skills effectively. Children take part in activities that develop their understanding of the world. This helps to make sure that they are well prepared for Year 1 and beyond.
Leaders give high priority to the teaching of early reading. From the start of Reception, pupils quickly grasp phonics. Pupils are well supported, and very few fall behind. The books pupils read are well matched to their phonic skills. Staff read pupils engaging stories, which helps them to enjoy reading and to read often.
The mathematics curriculum is well planned and is delivered effectively. Teachers and teaching assistants have received high-quality training to teach mathematics well. Teachers plan learning that encourages pupils to develop problem-solving skills effectively.
Teachers know the pupils well and provide for their range of abilities. They support pupils with special educational needs and/or disabilities (SEND) very effectively. They plan next steps in learning carefully and they keep a close eye on how well pupils with SEND are doing. They provide extra support to meet individuals’ needs. This means that pupils are not left behind.
Pupils develop resilience, confidence and the ability to be independent. For example, being in the school council helps pupils to develop leadership skills. It also gives them a say in how the school is run. Pupils are committed to the school’s values. Pupils show an appreciation and acceptance of different cultures and the differences of others.
The headteacher and governors have made sure that there is a good mix of skills and expertise across the teaching staff. Staff value how senior leaders consider their well-being and workload. Leaders gave this extra consideration during the recent building and refurbishment of the school.
The arrangements for safeguarding are effective.
All staff and governors receive regular training. The headteacher gives weekly safeguarding updates. Safeguarding is a priority for all staff. Staff understand the safeguarding risks within the school context.
Leaders log all concerns and take appropriate actions where necessary. Leaders check staff’s suitability to work with children and record the findings appropriately.
Pupils benefit from a wealth of age-appropriate information related to different dangers. This helps them to manage risk and act sensibly, including when online.