Mere Green Primary Ofsted report praises ‘magical moments of togetherness’ at caring school

Staff and students at Mere Green Primary School are celebrating a glowing Ofsted report in which they scored the top rating of ‘Outstanding’ in four of five categories.

The report praised the Sutton Coldfield school, which forms part of the respected Arthur Terry Learning Partnership (ATLP), for its ‘magical moments of togetherness’ in learning and behaviour – seen from the youngest to the oldest pupils.

The inspectors, who visited Mere Green on May 13 and 14, found that the excellent learning environment at the school is fostered right from the youngest ages.

The report states: “Success builds from the moment children start school, when they quickly develop a strong thirst to explore and learn. Children show high levels of curiosity and excellent behaviour and staff nurture their sparks of interest and individuality from the outset.”

Headteacher Kristal Brookes said: “We were delighted to see those words printed because they mean recognition of the exceptional work of the entire team. 

Early years education at Mere Green was highly praised, with the inspectors noticing impressive conversation skills among nursery children, sometimes in more than one language, and great early writing abilities among reception pupils.

Mrs Brookes said: “Those early skills are the foundation of all future learning, so our teachers take great care in guiding pupils through learning to read, write and communicate effectively.

“It’s something we notice our young children make quick progress on – so it was great to see the Inspectors noticed this too!”

As pupils advance through the school, the carefully constructed curriculum supports them in building knowledge, with a unique approach of ‘let’s look back, let’s learn, let’s think and link’.

In particular, the report highlighted how pupils’ use of digital tools both supplements their written skills and traditional learning media, while also preparing them for life beyond Mere Green.

Ofsted celebrated how reading at Mere Green is recognised as a ‘gateway to learning’, with pupils enjoying a wide variety of fiction and non-fiction books, whilst those facing difficulties in reading are identified and supported.

Outside the classroom, inspectors were impressed by the extensive range of extracurricular activities on offer at the school, which they wrote ‘links to and extends well beyond the school’s academic curriculum’.

Pupils excitedly told them about the activities they enjoy, whether it’s being able to enjoy ‘a book and a biscuit’ or ‘drop in and draw’ thanks to Mere Green’s wonderful lunchtime schemes, join the steel pan band, perform music or drama on stage or create a podcast.

They even mentioned the school’s much-loved residential visits, including a trip where pupils got to climb the windiest mountain in Wales, which the children were eager to share ‘vivid memories’ of.

“We have hundreds of children taking part in music; Bollywood dance, first aid training, cooking, forest school, ballroom dancing – there’s a lot going on!”

Alongside providing excellent in-classroom teaching, staff were praised for helping children learn good behaviour and emotional regulation. The report states that ‘leaders expertly use the pastoral team’s skills and expertise across all areas of school life’, ensuring pupils get ‘well-considered support’ enabling them to succeed.

Inspectors also noted that children with special educational needs and disabilities (SEND) are also identified promptly and supported in the classroom, clubs and on trips by skilled staff.

According to the report, these measures have resulted in ‘seamless inclusion’ of pupils with SEND, with technology, adapted resources, specialised instruments and individual-based education to ensure they are never left behind.

“We can meet their needs, whatever their needs may be – even if it’s teaching them life skills like how to spend money in a shop!”

With Mere Green being such a diverse school, inspectors were impressed by the young pupils’ patience, understanding and kindness to their peers from many different backgrounds.

The report stated that pupils ‘show a sensitivity and understanding beyond their years around equality and diversity’.

Mrs Brookes said: “Our school is at the heart of our diverse community – creating a sense of belonging and helping all children feel represented and seen.

“We’ve consulted with families, teachers and local people to decide what our children want and need – it’s a bespoke package here at Mere Green.

“We even made a decision to remove the house system and separate coloured PE uniforms, to reaffirm the message that we are one as Team Mere Green!”

Seeing their tireless efforts recognised has been wonderful for the staff, whose skill, dedication and care was reflected throughout the report.

The inspector noted the school’s layered leadership, including input from ATLP leadership, school leaders and staff. The Trust has supported the school excellently through recent challenging times and consistently strong leadership has ensured pupils’ learning and personal growth continue to thrive.

Mrs Brookes said: “Being part of ATLP allows us to tap into expertise from other schools and share what works for us. Having that support and collaboration is very vaulable.

“It’s been such a team effort getting to this point. All our staff have a part to play – they are all thorough and truly passionate in what they do and this wonderful report reflects on each and every one of us.”

Highlights from Ofsted report:

• This amazing and diverse school goes above and beyond to care for and educate the whole child.
• The curriculum has been constructed carefully over time, building on pupils’ prior knowledge.
• ‘Making a difference’ lies at the heart of everything the school does.
• Safeguarding measures are effective.
• Pupils recognise the many contributions they make to school life and the local community and are rightly proud of this.
• Identifying and supporting pupils with additional needs runs throughout daily life at the school.
• Pupils speak highly of school assemblies, in which they learn about people of interest.