Causeway Green Primary School, located in Oldbury, West Midlands, underwent an inspection on March 28 and 29, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas such as the quality of education also receiving a similar rating. However, the school demonstrated strengths in behavior and attitudes, personal development, leadership and management, and early years provision, all of which were rated as good.
Pupils at Causeway Green are noted for their politeness and good manners. They generally behave well and feel safe and happy in their school environment. The school has implemented measures to educate pupils about bullying and has established protocols for addressing any incidents that may arise. The presence of safeguarding champions among the pupils helps ensure that any issues are reported and addressed promptly.
The early years program is designed to foster independence and respect among children, preparing them well for Year 1. However, challenges arise in key stage 2, where some older pupils struggle with reading, which affects their ability to engage with the curriculum. This issue has been particularly pronounced for pupils with special educational needs and disabilities (SEND), who have historically left Year 6 without adequate skills in reading, writing, and mathematics.
Despite these challenges, pupils enjoy a variety of extracurricular activities, including sports clubs and trips to cultural sites, which are well-attended, including by those with SEND. The curriculum for early years is ambitious and well-structured, engaging children through interactive activities. While pupils have regular reading opportunities, the support provided for those who struggle is not yet effective enough to ensure fluency and comprehension.
Leaders at the school have identified pupils with SEND effectively and have made efforts to ensure that staff understand their needs. However, expectations for what these pupils can achieve are considered too low, leading to insufficient progress across the curriculum. Recent changes to the curriculum have positively impacted learning in mathematics and writing, and the overall curriculum is well-planned and sequenced.
The school environment is calm and purposeful, with clear routines that pupils follow. Most pupils enjoy school and attend regularly. The personal development program is comprehensive, covering important topics such as healthy relationships and diversity, and encourages pupils to take on leadership roles.
Leaders are committed to supporting disadvantaged pupils, providing resources such as subsidized trips and a uniform bank to ensure all pupils can participate fully in school life. Teachers report feeling supported by school leaders, who are mindful of their workload. Governance is effective, with governors providing a balance of challenge and support to school leaders.
The safeguarding arrangements are effective, with appropriate recruitment checks in place for staff. Pupils are educated about online and offline safety and know whom to approach with concerns. However, the school must improve its reading instruction, particularly for pupils at the early stages of learning to read, including those with SEND. Ensuring that all pupils receive effective teaching to address knowledge gaps is essential for their future educational success. The school is encouraged to raise expectations for pupils with SEND to facilitate better progress across all subjects.
