Blakeley Heath Primary School

Highlights from Latest Inspection

Outcome

Blakeley Heath Primary School has taken effective action to maintain the standards identified at the previous inspection.

What is it like to attend this school?

Pupils, parents, carers and staff speak with warmth and pride about being part of the 'Blakeley family'. Parents describe Blakeley Heath as a school where everyone feels welcome and supported. Pupils are proud to belong to a community where kindness, inclusivity and opportunity are championed.

The school sets high expectations for both behaviour and academic achievement, and pupils typically achieve well. Strong, supportive relationships underpin the school's success. Staff know pupils as individuals and take the time to un...derstand their unique needs, interests and strengths.

This creates a nurturing environment where pupils feel safe, listened to and valued.

Pupils behave well and show respect towards one another and to adults. They enjoy coming to school and speak positively about their learning experiences.

The school's vision encourages pupils to 'aim high'. Staff support them to take pride in their achievements.

Inclusivity sits at the heart of everything the school does.

All pupils have access to a wide range of enriching experiences, from residential visits to exciting trips such as visiting the seaside or seeing a show in the West End. These memorable opportunities help to build confidence, independence and a lifelong love of learning beyond the classroom.

What does the school do well and what does it need to do better?

Leaders have taken effective action to sustain and improve the school for pupils since the previous inspection.

The school has continued to develop its ambitious curriculum. Professional development has supported subject leaders to be more confident in their roles. The curriculum is well sequenced.

It sets out the important knowledge for pupils to learn. The school has developed particularly rich and engaging curriculum content about the local area. Pupils speak with enthusiasm about the history and geography of their community.

However, in some areas of the wider curriculum, activities do not help pupils to learn and understand the intended knowledge well. Where this is the case, tasks do not help pupils to fully grasp or retain important knowledge. This can slow the pace of pupils' learning and prevent them from knowing more and remembering more over time.

Reading is a clear strength. Phonics is taught in a structured and consistent way. For younger readers, books are closely matched to the sounds that they know.

This helps pupils to build fluency and confidence. Teachers check regularly to identify any pupils who might be falling behind. These pupils are quickly given the help they need to catch up.

Older pupils develop a real love of reading and many are avid readers.

Children in the early years get off to a flying start. They develop early language skills through purposeful, engaging activities.

They make an equally strong start in mathematics, which is built on to good effect as pupils move through the school.

The school is a highly inclusive community. Pupils with special educational needs and/or disabilities benefit from early identification of their needs.

The school ensures that pupils who need extra support get the help they need so that they can access the full curriculum. Parents are extremely positive about the care and support their children receive and speak highly of how well staff cater for pupils' individual needs.

Behaviour across the school is consistently good.

Pupils are respectful, polite and engaged in their learning. Around the school and during less-structured social times, relationships between pupils and staff are warm and supportive. The school's approach to behaviour is clear and is consistently well applied by staff.

The school has high expectations for attendance. It has a rigorous and proactive approach. The school reviews pupils' attendance and works closely with families to provide support.

As a result, pupils' attendance is rising.

Provision for pupils' personal development is a further strength. The school offers a rich programme of enrichment activities based on the interests and needs of all groups of pupils.

Pupils speak with enthusiasm about clubs that they attend, such as gardening, sports and musical theatre. Cultural experiences and pupil leadership roles contribute to developing pupils' character and understanding of diversity in modern Britain. Pupils learn how to keep themselves safe and to take care of their mental health.

A wide range of outdoor equipment in the school's extensive grounds encourages pupils to take part in physical activity, which they do with gusto.

Governance is strong and strategic. Governors are well informed and provide a good balance of challenge and support.

Staff feel valued and well supported by school leaders. Leaders have taken clear and effective steps to manage workload and promote staff well-being, which is appreciated across all roles.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• At times, in the wider curriculum, the activities pupils are asked to complete do not consistently help them learn the key knowledge and skills set out in the school's ambitious curriculum. As a result, pupils do not gain or remember the intended learning. The school should ensure that learning activities are well matched to curriculum goals so that pupils can secure and build on essential knowledge over time.

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024, graded inspections will not include an overall effectiveness grade.

This school was, before September 2024, judged to be good for its overall effectiveness.

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.

We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the second ungraded inspection since we judged the school to be good for overall effectiveness in May 2016.

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