Praise for school changes, but attention also needed

Ofsted has found that a Wolverhampton primary school "needs attention" in several areas, although there was also praise for a number of positive changes.

Claregate Primary School in Tettenhall was rated as having the "expected standard" in four categories, including attendance and leadership, but needing attention in three areas.

Ofsted no longer gives one overall judgement for the schools it inspects such as "good" or "outstanding", instead showing colour-coded grades for different areas.

Inspectors visited the school on 13 January, after a new head teacher was appointed in September.

In its report, Ofsted said achievement for pupils with special educational needs or disabilities was variable.

Inspectors also found that some pupils were not confident in basic skills, such as handwriting, spelling and punctuation.

However, they said there had been recent, positive changes to how behaviour was managed throughout the school, and that there was a calm, positive environment where students behaved well.

In regards to behaviour, the report added: "Leaders do not tolerate bullying or discrimination. Pupils use effective strategies to speak out against unkindness."

Ofsted added that safeguarding standards were met and that concerns were actively identified and acted upon.

Inspectors also praised leaders' "inclusive approach", which they said meant "all pupils feel safe, valued and part of the school community".

They said the school identified pupils' needs quickly when they joined and that they worked well with parents and outside agencies to make sure "the right support is in place".

However, they said the way in which teaching was adapted for the most vulnerable children was not matched closely enough to their specific needs, slowing some children's learning.

In regards to early years education, the watchdog said children settled well into nursery and reception because of staff's close relationship with children.

But, inspectors also found that the teaching of phonics was of varying quality.

They added that while leaders prioritised the development of children's language, there was also a recognition that further training was needed to improve the quality of adult-child interactions, particularly for children who needed extra help.

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