Temple Meadow Primary School


Name Temple Meadow Primary School
Website http://www.templemeadow.com
Ofsted Inspection Rating Good
Inspection Date 23 January 2018
Address Wrights Lane, Cradley Heath, West Midlands, B64 6RH
Phone Number 01384569021
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 409 (48% boys 52% girls)
Number of Pupils per Teacher 21.9
Local Authority Sandwell
Percentage Free School Meals 29.4%
Percentage English is Not First Language 16.9%
Persisitent Absence 16.7%
Pupils with SEN Support 14.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. The large majority of pupils are White British, with others coming from various other minority ethnic backgrounds. The school caters for 15 of the 17 ethnic groups. The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is average. The proportion of pupils supported by the pupil premium is above average. The school serves a community where a high proportion of pupils and their families face challenging circumstances. The early years provision consists of a part-time Nursery class and two full-time Reception classes. The school is part of the Rowley Learning Trust, with four other local primary schools supporting collaboration and school improvement. The privately run ‘Kids’ Club’ uses the school buildings to provide before- and after-school care. It is subject to separate inspection arrangements. The school met the government’s current floor standards in 2016. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics for pupils by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The headteacher and deputy headteacher have worked effectively with staff and governors to further improve the school since the last inspection. Pupils’ achievement in reading, writing and mathematics at the end of key stage 1 has improved and is in line with national standards. More pupils are reaching a higher level in reading and mathematics. The teaching of phonics is good. The number of pupils reaching the expected standard is now in line with national figures. In 2017, all pupils met the required standard by the end of Year 2. Outcomes at the end of key stage 2 in 2017 were below national averages in reading and mathematics. However, current pupils are making faster progress. This is because leaders have identified these areas as a priority for improvement and are taking effective action. Teaching is typically good across the school. Teachers use questions well to check that pupils understand what they are learning. They encourage pupils to explain and prove what they know. Additional adults provide effective support to pupils. They know when to challenge and when to offer further help. As a result, pupils become more independent. Arrangements to keep children safe are a strength of the school. The pastoral support team is highly effective in providing appropriate support to children and families. All staff are well trained and vigilant. The curriculum is well planned to motivate and interest pupils. It is highly engaging and provides a rich and varied learning experience for pupils across the school. Children get off to a good start in Nursery and Reception. They are safe and happy. They enjoy the range of learning opportunities provided for them. Support for pupils who have special educational needs (SEN) and/or disabilities is effective. As a result, these pupils make good progress. Disadvantaged pupils have not made consistently strong progress across the school. In 2017, some of these pupils did not reach the standards expected. This is now improving. Pupils are polite and have good manners. They work well together. There is a clear behaviour system in place, which is used consistently across the school. New middle leaders have recently been appointed. They are clear about their responsibilities in improving outcomes and are beginning to have an impact.