Peterbrook Primary School, located in Solihull, West Midlands, underwent an inspection on October 1 and 2, 2024. The inspection revealed that the quality of education at the school requires improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management also require improvement, although early years provision was deemed good. The school had previously received a similar rating of requires improvement in its last inspection in July 2023.
Pupils at Peterbrook Primary School enjoy their time at school and engage well with one another during social times, particularly benefiting from the newly introduced outdoor play equipment. They understand and appreciate the school’s values of being ready, respectful, and safe, which helps them meet the school’s expectations for behaviour. The school fosters a positive environment where children learn to manage their behaviour from the outset, contributing to the overall good behaviour observed throughout the school.
While pupils demonstrate enthusiasm for learning and work cooperatively in lessons, the quality of education they receive is inconsistent across different year groups and subjects. This inconsistency affects the overall achievement of some pupils, preventing them from reaching their full potential. Reading is a particular strength, with a strong emphasis on fostering a love for books from the early years. Older pupils express enthusiasm for the diverse range of literature available to them.
The relationships between staff and pupils are warm and supportive, ensuring that pupils feel cared for and safe. They are equipped with the knowledge to maintain their health and safety, growing into confident individuals by the time they leave Year 6. The school has made strides in improving the curriculum since the last inspection, but challenges remain. While most pupils achieve outcomes in line with national averages by the end of key stage 2, not all pupils experience the same level of success.
The curriculum is well-structured to facilitate learning over time, with key knowledge identified and shared through knowledge organisers. However, there is significant variation in how effectively the curriculum is taught. Some staff lack a clear understanding of effective teaching techniques, which can hinder pupils' ability to grasp and retain essential knowledge. Additionally, there are inconsistencies in how learning is adapted to meet the needs of all pupils, particularly those with special educational needs and disabilities.
In the early years, children learn to collaborate and manage themselves effectively. The school prioritizes language development, yet some staff miss opportunities to enhance children's language skills during informal interactions. The phonics program is well-implemented, resulting in most pupils becoming proficient readers by the end of key stage 1. However, the school must improve its monitoring of support for pupils with special educational needs to ensure their needs are fully met.
Behaviour expectations are clear, and attendance rates are above national averages, reflecting the school’s commitment to supporting pupils and their families. The school provides various opportunities for personal development, particularly through the arts, and encourages pupils to engage in community service activities. Governors play an active role in the school’s improvement efforts, but the processes for monitoring curriculum delivery need to be more strategic to identify key areas for enhancement effectively.
Overall, while Peterbrook Primary School has made progress since its last inspection, there are still significant areas that require attention to ensure that all pupils receive a consistently high-quality education. The school must focus on improving teaching practices, supporting staff development, and ensuring that the needs of all pupils, particularly those with special educational needs, are met effectively.
