Ofsted has praised a Birmingham primary school that was previously rated among the worst in the city, saying it has made 'rapid and visible improvements'. Inspectors visited Harper Bell Seventh-Day Adventist School in Camp Hill for a follow-up monitoring inspection after it was rated 'inadequate' in three of five areas last year.
Previous Rating and Improvements
In February last year, the school was judged inadequate for quality of education, leadership and management, and early years provision. It also received a 'requires improvement' rating for behaviour and attitudes. However, during the recent monitoring visit, inspectors were impressed with the progress made.
The education watchdog noted several improvements that have placed the school on a much stronger footing. While acknowledging there is still work to do, Ofsted said Harper Bell has come a long way since its disappointing inspection.
Key Findings from the Latest Report
Ofsted's new report highlighted that leaders have successfully established stable leadership and staffing, strengthening the school's capacity to improve. It stated: 'They have secured rapid and visible improvements since the last monitoring visit, particularly around achievement, curriculum development and inclusion.'
However, the report also cautioned: 'Further improvement is still required. Leaders need to ensure that the pace of change remains sustainable while embedding consistent practice across the school.'
Support for Pupils with Additional Needs
Inspectors noted significant improvements in how the school identifies and supports pupils with additional needs. The appointment of a new special educational needs coordinator has strengthened leadership capacity, and clear processes now guide the identification of disadvantaged pupils and those with SEND.
Pupil Achievement
Pupils' achievement is improving after a period of weak outcomes. Recent Year 6 national test results are close to national averages in most areas, although mathematics remains below. Disadvantaged pupils achieve outcomes close to national figures. Current achievement shows a positive trend, with fewer pupils working below expected standards and more reaching expected levels across reading, writing and mathematics.
