The Dame Ellen Pinsent School

What Ofsted said

From the inspection on 25 June 2024

Strong relationships lie at the heart of this warm and welcoming school. Pupils receive great care, support and understanding here. This is because all staff know pupils, families and carers exceptionally well. Consequently, pupils are happy and safe at The Dame Ellen Pinsent School. The school has high expectations for pupils' behaviour. Unkind behaviour is rare. Concerns are resolved quickly. Pupils display the school values, such as kindness, independence, respect, determination and patience. Pupils earn points and rewards for their house team when they display these values. They are excited to win the house trophy at the end of each week. Pupils behave well and show respect towards each other. The varying and complex needs of pupils with special educational needs and/or disabilities (SEND) are well understood by staff. The school work closely with a wide range of external agencies to put in the right provision for pupils quickly. As a result, the needs of pupils and their families are well understood and supported by the school. Pupils' talents and interests are nurtured. For example, some pupils learn the violin and perform at the Royal Birmingham Conservatoire. Pupils also experience a wide range of lunchtime clubs, such as dance, board games and tennis.

What the school should improve

• Some staff do not consistently implement the agreed communication strategies in their classrooms and across school. This means that some pupils are not able to consistently communicate their thoughts and needs during different parts of the school day. The school should ensure the intended communication strategies are implemented consistently throughout school.
• In some parts of the curriculum, the school have not defined the precise knowledge, skills and vocabulary they want pupils to learn over time. This means that pupils are not building their knowledge and skills in a clear sequential way. The school should ensure that they clearly identify the specific knowledge, skills and vocabulary they want pupils to learn and remember in all areas of the curriculum.
• In some lessons, learning activities focus on experiences for pupils, but do not precisely identify the important knowledge or skills teachers want pupils to learn. This slows some pupils' learning and limits their full academic potential. The school should ensure that the work teachers give to pupils precisely identifies the important knowledge and skills and enables them to build on what they know and can do.

Read the full Ofsted report (opens in a new tab)