Rowley Hall Primary School
Catchment Area, Reviews and Key Information

Primary
PUPILS
616
AGES
3 - 11
GENDER
Mixed
TYPE
Foundation school
SCHOOL GUIDE RATING
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Can I Get My Child Into This School?

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This pupil heat map shows where pupils currently attending the school live.
The concentration of pupils shows likelihood of admission based on distance criteria

Source: All attending pupils National School Census Data, ONS
0121 569 6765

This School Guide heat map has been plotted using official pupil data taken from the last School Census collected by the Department for Education. It is a visualisation of where pupils lived at the time of the annual School Census.

Our heat maps use groups of postcodes, not individual postcodes, and have naturally soft edges. All pupils are included in the mapping (i.e. children with siblings already at the school, high priority pupils and selective and/or religious admissions) but we may have removed statistical ‘outliers’ with more remote postcodes that do not reflect majority admissions.

For some schools, the heat map may be a useful indicator of the catchment area but our heat maps are not the same as catchment area maps. Catchment area maps, published by the school or local authority, are based on geographical admissions criteria and show actual cut-off distances and pre-defined catchment areas for a single admission year.

This information is provided as a guide only. The criteria in which schools use to allocate places in the event that they are oversubscribed can and do vary between schools and over time. These criteria can include distance from the school and sometimes specific catchment areas but can also include, amongst others, priority for siblings, children of a particular faith or specific feeder schools. Living in an area where children have previously attended a school does not guarantee admission to the school in future years. Always check with the school’s own admission authority for the current admission arrangements.

3 steps to help parents gather catchment information for a school:

  1. Look at our school catchment area guide for more information on heat maps. They give a useful indicator of the general areas that admit pupils to the school. This visualisation is based on all attending pupils present at the time of the annual School Census.
  2. Use the link to the Local Authority Contact (above) to find catchment area information based on a single admission year. This is very important if you are considering applying to a school.
  3. On each school page, use the link to visit the school website and find information on individual school admissions criteria. Geographical criteria are only applied after pupils have been admitted on higher priority criteria such as Looked After Children, SEN, siblings, etc.

How Does The School Perform?

Requires Improvement
NATIONAL AVG. 2.09
Ofsted Inspection
(13/07/2023)
Full Report - All Reports
45%
NATIONAL AVG. 60%
% pupils meeting the expected standard in reading, writing and mathematics



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Progress Compared With All Other Schools

UNLOCK Well Below Average (About 9% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 9% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 9% of schools in England) Average (About 67% of schools in England) Above Average (About 6% of schools in England) Well Above Average (About 8% of schools in England) UNLOCK Well Below Average (About 10% of schools in England) Below Average (About 11% of schools in England) Average (About 59% of schools in England) Above Average (About 11% of schools in England) Well Above Average (About 9% of schools in England)
Windsor Road
Sandwell
Rowley Regis
B65 9HU
01215591400

School Description

Pupils enjoy attending this friendly school and are enthusiastic about their lessons. They show positive attitudes and want to do well. But, in some subjects, pupils do not make consistently good progress in their learning. This is because some aspects of the curriculum are not as well thought out and organised as others. The experience for pupils with special educational needs and/or disabilities (SEND) is mixed but improving. Pupils like their teachers and have warm relationships with them. Leaders have worked hard to bring about improvements to pupils’ behaviour. Pupils are well mannered and respectful. Their behaviour around school and in lessons is good. Pupils trust staff to deal swiftly with any incidents of bullying that may occur. Pupils are cared for and feel safe at school. They know there is always help at hand if they have any concerns. The school is a happy, caring community where pupils’ wellbeing is central to the school’s work. Pupils get involved in, and benefit from, extracurricular activities, including table tennis and Young Voices (choir). What does the school do well and what does it need to do better? In some subjects, the curriculum is ambitious and planned well. Teachers carefully build on what pupils already know. In mathematics, pupils make good progress and demonstrate confidence in their learning. However, in some other subjects, while leaders are clear about what they intend pupils to learn, they have not organised the planned learning into a coherent sequence of lessons. For example, the English curriculum does not set out what pupils should learn in a well-ordered manner. Consequently, pupils are not as secure in their literacy knowledge and skills as they should be. Teachers check on how pupils are getting on, but they do not identify consistently well what pupils can and cannot do. Children in the early years do not consistently benefit from meaningful, well-planned learning activities. Teachers’ expectations of what children should achieve are variable and not always high enough. The shortfalls identified in key stages 1 and 2 with curriculum organisation, and the way the curriculum is implemented, equally apply to the early years. Leaders have invested in raising the profile of reading. The teaching of phonics in key stage 1 is well planned and taught. Most pupils secure the necessary phonics knowledge to enable them to read with confidence. However, in key stage 2, the reading curriculum is not structured effectively, particularly for those pupils who struggle with reading. Also, teachers in key stage 2 do not have the expertise in phonics to support weaker readers. This means that some pupils do not make the progress in reading that they should. Leaders have rightly focused on improving provision for pupils with SEND. Teachers accurately identify the needs of pupils with SEND promptly. Pupils typically access the Inspection report: Rowley Hall Primary School 24 and 25 November 2021 2 same curriculum as other pupils, but with additional support. However, not all teachers use assessment information well enough to plan learning that meets the needs of individual pupils. Also, leaders have not checked whether the extra support provided is making a difference. As a result, these pupils sometimes make less progress than they should. Leaders provide many opportunities that help to promote pupils’ wider personal development. Pupils understand UNICEF’s 42 Articles of a Rights Respecting School. They are taught to respect the environment. For example, pupils learn about sustainability when making collages from plastic bottle tops. Pupils understand that valuing individual differences is important. They know that respecting fundamental British values is an essential part of living in modern Britain. Pupils’ behaviour has improved since the last inspection. New systems to ensure pupils develop good attitudes to learning are working well. Leaders promote good attendance. However, a small number of pupils still do not attend school as often as they should. Governors’ actions are well intentioned. They ensure that the school’s finances are healthy. They are becoming better at holding leaders to account for the school’s performance, but there is still some way to go. Governors’ oversight of the curriculum and provision for SEND is sometimes limited. They do not have the depth of knowledge to challenge leaders about decision-making in the way that they should. In recent years, the school has experienced changes in senior leadership. This caused some instability and contributed to the pace of school improvement slowing. Now the pace of change has gathered momentum. The headteacher has created a strong team spirit in the school. Staff morale is high, and leaders are mindful of their well-being. Safeguarding The arrangements for safeguarding are effective. The headteacher, governors and safeguarding team ensure a strong culture of safeguarding exists in the school. Staff know how to recognise and report causes for concern. They are aware of the risks in the local area. The headteacher ensures staff have regular training and are vigilant about pupils who may be at risk of harm. The curriculum supports pupils in knowing how to report concerns and how to stay safe online. Leaders carry out pre-employment checks on staff in an appropriate way. Staff develop close relationships with families and provide help and support as soon as concerns arise.

Rowley Hall Primary School Parent Reviews



unlock % Parents Recommend This School
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>35, "disagree"=>6, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>57, "agree"=>38, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>32, "agree"=>54, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>3} UNLOCK Figures based on 65 responses up to 04-03-2022
My Child Has Not Been Bullied Strongly Agree Agree Disagree Strongly Disagree Don't Know {"my_child_has_not_been_bullied"=>54, "strongly_agree"=>12, "agree"=>11, "disagree"=>12, "strongly_disagree"=>3, "dont_know"=>8} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>46, "agree"=>43, "disagree"=>8, "strongly_disagree"=>3, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 04-03-2022
I Have Not Raised Any Concerns Strongly Agree Agree Disagree Strongly Disagree Don't Know {"i_have_not_raised_any_concerns"=>29, "strongly_agree"=>28, "agree"=>29, "disagree"=>8, "strongly_disagree"=>6, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>13, "agree"=>13, "disagree"=>38, "strongly_disagree"=>25, "dont_know"=>13} UNLOCK Figures based on 10 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>29, "agree"=>48, "disagree"=>9, "strongly_disagree"=>2, "dont_know"=>12} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>48, "agree"=>48, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>38, "agree"=>43, "disagree"=>17, "strongly_disagree"=>2, "dont_know"=>0} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>43, "agree"=>51, "disagree"=>5, "strongly_disagree"=>0, "dont_know"=>2} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>45, "agree"=>45, "disagree"=>2, "strongly_disagree"=>2, "dont_know"=>8} UNLOCK Figures based on 65 responses up to 04-03-2022
Strongly Agree Agree Disagree Strongly Disagree Don't Know {"strongly_agree"=>28, "agree"=>43, "disagree"=>11, "strongly_disagree"=>9, "dont_know"=>9} UNLOCK Figures based on 65 responses up to 04-03-2022
Yes No {"yes"=>85, "no"=>15} UNLOCK Figures based on 65 responses up to 04-03-2022

Responses taken from Ofsted Parent View

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