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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.
Headteacher
Ms Vickie Crombie
Address
Hawkinge Drive, Castle Vale, Birmingham, B35 6BS
Phone Number
01216756296
Phase
Academy
Type
Academy converter
Age Range
4-11
Religious Character
Does not apply
Gender
Mixed
Number of Pupils
256
Local Authority
Birmingham
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. Pupils in the mainstream classes make good progress from their starting points and an increasing number make better than expected progress in English and mathematics.
Pupils in the resource bases for autistic spectrum disorder and speech and language make good, and at times outstanding, progress because their needs are very well provided for. Pupils are happy and proud of their school. They feel safe, behave well and have positive attitudes to their learning.
Parents and carers are highly positive about the support their children receive, particularly those with special educational needs. Teaching is typically good and there is an increa...sing amount of outstanding teaching. The organisation of the resource bases and the provision for pupils with special educational needs throughout the school are extremely well managed by the two special educational needs coordinators.
The driving force behind the school's improvement has been the good leadership of the headteacher who is strongly supported by a knowledgeable and highly involved governing body which has challenged leaders at all levels rigorously. There is a relentless focus by staff on raising pupils' achievements and improving the quality of their learning. Staff know the pupils well.
Pupils have many memorable and vibrant learning opportunities, including a wide variety of visits and visitors to the school, which contribute very well to their spiritual, moral, social and cultural development It is not yet an outstanding school because : Pupils' attainment is improving but is below expected levels at the end of Year 2, particularly in writing. Not enough pupils are reaching the higher levels in Key Stage 1 because tasks in some lessons are not sufficiently demanding. The Reception class outside area is poorly developed.
Not all areas of learning can be accessed independently. Teachers' comments when marking pupils' work do not always help pupils to improve their work effectively.
Information about this school
This school is an average-sized primary school.
The majority of pupils come from a White British background. An increasing proportion come from minority ethnic groups. The proportion of pupils speaking English as an additional language is average.
The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is well above average. The proportion of pupils supported by the pupil premium (additional government funding for specific groups of pupils, including those known to be eligible for free school meals) is well-above average.
The school has specially resourced provision for pupils with special educational needs. It has two resource bases, one for pupils with autistic spectrum disorders (ASD) with 24 pupils in three classes and the other for 25 pupils with speech and language difficulties in two classes. In 2012, the school achieved the Inclusion award.
The Early Years Foundation Stage is made up of one Reception class. During the inspection, the vast majority of pupils in Year 6 were on a residential visit. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.
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