Radleys Primary School, located in Walsall, West Midlands, was inspected on January 28-29, 2020, and received an overall effectiveness rating of good. The school provides a positive environment where pupils feel safe and enjoy their time at school. Staff members are welcoming and encouraging, fostering a joyful atmosphere that helps pupils develop confidence and self-assurance. Pupils demonstrate politeness and respect towards visitors, often going out of their way to assist.
The leadership team is actively working to enhance the quality of education across the school. While the curriculum is well-developed in subjects like music, other areas require further refinement to ensure a logical sequence in teaching. Most pupils exhibit good behavior and understand that bullying is unacceptable, with teachers readily available to address any issues that arise. Pupils appreciate the extracurricular activities offered, including trips and clubs, and the school maintains strong connections with the local church while also educating students about various religions.
High expectations are set for all pupils, and the school is notably inclusive, providing adequate support for those who require additional assistance. However, the curriculum lacks coherence in many subjects, and leaders are in the process of addressing this through improved planning and staff training. The early years provision is well-led, with a focus on consistent behavior management across classes. Early literacy and numeracy skills are effectively promoted through engaging activities, although outdoor learning opportunities need enhancement.
Historically, the teaching of reading has faced challenges, but recent efforts have prioritized reading instruction. Improvements in phonics teaching have been noted, and staff training has established a consistent approach. However, there is a shortage of resources for pupils to take home that align with their phonics knowledge, which limits their practice opportunities. Teachers generally plan activities that build on prior learning, but in subjects like history and geography, the sequencing is less clear, impacting pupils' retention of knowledge.
Most pupils achieve a level that prepares them well for secondary school by the end of key stage two, but there is a recognized need to improve overall attainment across all subjects, including early years and key stage one outcomes. Pupils with special educational needs and disabilities are included in all aspects of school life, with the SEND coordinator overseeing their provision effectively.
Pupils are encouraged to understand and respect different cultures and British values, contributing to their spiritual and moral development. They demonstrate positive attitudes towards learning and engage in various responsibilities within the school and community, such as participating in eco-friendly initiatives. The school is well-managed, with recent improvements beginning to show positive effects. Staff morale is high, and the workload is considered manageable.
The safeguarding arrangements are effective, with staff trained to recognize and respond to concerns regarding pupils' well-being. Leaders are proactive in supporting vulnerable pupils and their families. Overall, while the school has many strengths, there are areas for improvement, particularly in curriculum coherence, outdoor learning resources, and the timely identification of errors in subjects like mathematics. The leadership team is committed to addressing these challenges to enhance the educational experience for all pupils.
