Bournville Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Bournville Primary School is a friendly place to learn.

Pupils are welcoming to new pupils and visitors. They are interested to find out about the lives of others. The school has high expectations for pupils' achievement.

However, these are not yet realised.

Leaders have high expectations for pupils' behaviour and conduct. Pupils understand the school rules of 'Ready, respectful and safe'.

They conduct themselves purposefully. Consequently, the school environment is calm and orderly. Pupils socialise happily and feel safe.

The school has considered its pupils' contexts carefully when developing play activities. It has intentionally built opp...ortunities for pupils to explore, be curious and collaborate, as well as be physically active.

Pupils develop their talents and interests through extra-curricular clubs.

They take part in activities such as dodgeball and colouring club. They make visits to places of interest. For example, pupils visit Roman remains to complement their work in history.

Pupils participate in a range of civic initiatives. Through these, they develop confidence and a sense of agency. For example, they work with the local police and raise money for charity.

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

There is an ambitious vision in place, but the impact of this is not yet realised. The school has made some positive changes to the curriculum. However, there is still significant work to do to ensure that all pupils benefit from these.

In some subjects, the curriculum is not well taught. The school has not ensured that staff have the necessary subject and pedagogical knowledge required. Consequently, pupils are not supported well enough to build up their subject knowledge.

In some subjects, such as mathematics, pupils have limited recall of some crucial knowledge. The school does not make sufficiently rigorous checks on the way the curriculum is delivered or its impact on pupils' learning. This does not help pupils know and remember more.

Staff do not routinely use what they know about how well pupils understand the curriculum to make adjustments. As a result, some pupils move on to new learning with ongoing gaps in their knowledge.

The school has designed a well-sequenced phonics curriculum to support pupils to build knowledge in a coherent manner over time.

Children start to learn to read as soon as they begin school. Pupils read books that match the sounds they know. However, the school has not supported staff adequately to deliver the reading curriculum as intended.

This means pupils do not routinely become confident, fluent readers. Pupils' weaknesses in reading affect their access to learning across all curriculum areas.

There are some green shoots.

Children in the early years learn the routines and expectations of school quickly. The early years curriculum is designed to ensure children access a balance of adult-led learning tasks as well as independent play-based activities. Staff interact effectively with children to check and extend their learning.

This is beginning to have a positive impact, building a stronger foundation for future learning.

The school is inclusive and welcomes all. Leaders work with parents and carers, and external agencies to secure the correct support for pupils with special educational needs and/or disabilities (SEND).

Pupils in the 'Nest' and 'Shooting Stars' provisions benefit from high levels of adult support and bespoke learning. However, shortcomings in curriculum implementation in some subjects have an impact on pupils with SEND. When this is the case, along with their peers, pupils with SEND do not develop detailed knowledge across the curriculum.

Attendance is a high priority for the school. The causes of absence are understood. The school works closely with families where pupils' attendance is a concern.

Attendance is rising year-on-year. Typically, pupils behave well in lessons. Sometimes, when the curriculum does not meet their needs, pupils become distracted, but this does not disrupt the learning of others.

The school focuses strongly on pupils' wider development, thoughtfully adapted to reflect the context of pupils at this school. Pupils develop responsibility through roles such as anti-bullying ambassadors. They learn how to keep themselves safe online and in the wider world.

Pupils understand what makes a healthy relationship. Older pupils participate in residential opportunities, which develop their confidence and their ability to challenge themselves.

Staff appreciate the consideration shown for their workload and well-being.

Governors and trustees share the school's ambitious vision. However, leaders at all levels do not review the effectiveness of the curriculum with precision Consequently, they are not fully able to evaluate how well pupils are learning the curriculum or make the necessary improvements.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The checks that teachers make on learning do not routinely identify the extent to which pupils have learned the curriculum as intended. Therefore, gaps in pupils' understanding are not identified and addressed. The school and trust must ensure that teachers' use of assessment informs subsequent curriculum implementation, so that gaps in pupils' knowledge are closed.

• In some subjects, the school and trust have not ensured that staff have the subject and pedagogical knowledge required to deliver the curriculum as intended. This means pupils do not reach the focused curriculum goals. The school and trust must ensure that teachers have the subject and pedagogical knowledge they need to deliver the curriculum securely.

• The school does not consistently review the effectiveness of the curriculum with precision. Consequently, it is not fully able to promptly evaluate how well pupils are learning the curriculum. The school and trust must check precisely how well pupils are achieving across the curriculum and swiftly support pupils to achieve the curriculum goals.

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