Sherwell Valley Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. All pupils, throughout the school make at least good progress and achieve well.

The school has responded very promptly and successfully to the need to accelerate the progress of pupils in receipt of pupil premium. These pupils now make better progress than the similar group nationally. Good teaching and a strong curriculum ensure that pupils are highly enthusiastic about school and work very hard in lessons.

Teachers deliver expertly planned lessons that are creative and interesting. Due to high expectations and high-quality relationships, pupils are outstandingly well behaved. They report feeling very safe and secure in school.

...>The headteacher provides strong leadership. His vision and drive have been very successfully communicated to all staff and governors. As a result, the whole team is working together to make the school as effective as possible.

Leaders have ensured that there is an increasing proportion of teaching that is outstanding, and consequently pupils are making better progress. This is an improving school with aspects that are already outstanding and much that is poised to become so. Parents are very positive about the school and the education it provides.

It is not yet an outstanding school because : The percentage of pupils reaching the highest levels of attainment is not as large as it is nationally. A number of the improvements in pupils' achievement are relatively new and, although there is evidence that they are being sustained, a little more time is needed to demonstrate this fully.

Information about this school

This is much larger than the average-sized primary school.

The proportion of pupils for whom the school receives the pupil premium (which is additional government funding for pupils known to be eligible for free school meals, looked after children and children of service families) is below the national average. The proportion of disabled pupils and those with special educational needs at school action is below the national avarege, as is the proportion at school action plus or with a statement of special educational needs. The majority of pupils are White British.

A very small number speak English as an additional language. The school meets the government's current floor standard, which sets the minimum expectations for pupils' attainment and progress in English and mathematics. The headteacher is a local leader of education and in the last two years had provided support for four local schools.

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