Tenterfields Primary School, located in Halesowen, West Midlands, was inspected on November 19-20, 2019. The overall effectiveness of the school was rated as good, with consistent ratings of good across various categories including the quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision. This was the first inspection since the school converted to an academy in September 2016.
Pupils at Tenterfields Primary School enjoy their time at school, feeling safe and happy. They demonstrate good attendance and a strong eagerness to learn. Feedback from pupils, staff, and parents indicates significant improvements since the arrival of the new interim headteacher. Teachers maintain high expectations for student performance across a broad range of subjects, and lessons are designed to be engaging and enjoyable. Subjects such as physical education, art, mathematics, and science are particularly well-received by students.
The school emphasizes the importance of good behaviour, with staff expecting all pupils, including those in early years, to follow instructions and listen attentively. Pupils are described as polite and friendly, fostering a respectful environment. Instances of bullying are rare, and students are confident that staff address any unkind behaviour promptly. Pupils also take on various roles and responsibilities, such as anti-bullying ambassadors and student senate members, contributing to a positive school culture. Parents have expressed increased satisfaction with the school, appreciating recent changes and improved communication from staff.
Despite the positive aspects, the school faced challenges due to unforeseen leadership changes in the previous year, which affected perceptions among some parents and staff. However, the trust provided support to stabilize the situation, and confidence in leadership has since been restored. The planning for English and mathematics is thorough, with English now recognized as a strength of the school. Mathematics has also seen improvements due to targeted training and support for teachers, leading to rising pupil achievement.
While many subjects are well-planned, there are areas needing improvement, particularly in art, religious education, and French, where planning and sequencing are less developed. Teachers effectively introduce new content and utilize engaging resources, but there is a need for more coherent curriculum planning across all subjects to ensure pupils build knowledge systematically.
In early years, literacy and mathematics are prioritized, with children engaging in daily reading, writing, and number activities. However, outdoor learning opportunities are limited, and leaders are encouraged to enhance this aspect of the curriculum. Reading is a central focus, with a strong culture of reading evident throughout the school. Phonics is taught systematically, and support is provided for pupils who fall behind.
Pupils with special educational needs and disabilities receive additional help, although the monitoring of individual targets could be improved. The new SEND leader is actively assessing areas for enhancement in provision. Overall, pupils demonstrate respect for one another and adults, and they are developing an understanding of world religions and British values.
The school has effective safeguarding arrangements in place, with staff trained to identify and report concerns. Parents feel their children are safe at school, and leaders ensure all necessary checks on staff are completed. The school is in the process of refining its curriculum planning and ensuring that all subjects are taught to a high standard, aiming for all pupils to achieve in line with age expectations.
