|Name||Acacias Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 March 2014|
|Address||Alexandra Drive, Burnage, Manchester, Greater Manchester, M19 2WW|
|Religious Character||Does Not Apply|
|Number of Pupils||480 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||8.8%|
|Percentage English is Not First Language||70.6%|
Information about this school
Acacias is much larger than the average-sized primary school. There has been a significant increase in the number of pupils on roll since the last inspection. The proportion of pupils from minority ethnic groups is high, as is the proportion of pupils who speak English as an additional language. The proportion of pupils supported by pupil premium funding (additional funding for pupils known to be eligible for free school meals, those looked after by the local authority and children of service families) is lower than that usually found. The proportion of pupils supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is also lower than average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. A significant proportion of pupils join the school at other than the normal times.
Summary of key findings for parents and pupils
This is a good school. Teaching is good. Teachers have high expectations of pupils and use a wide range of strategies to involve and motivate them. As a result, pupils make good progress in lessons and over time across the school. By the end of Year 6, attainment in reading and mathematics is high. In writing it is above average. Pupils’ progress from their various starting points is good in English and outstanding in mathematics. Well-planned support for pupils with special educational needs enables them to make good progress and participate fully in activities alongside their classmates. Pupils supported by pupil premium funding also make good progress. Children’s achievement in the Early Years Foundation Stage is outstanding as a result of outstanding teaching. Behaviour is good; pupils are keen to learn and are proud of their school. Attendance is above average. Pupils say that learning is fun and that they feel safe. The senior leadership team provides clear direction. Actions taken to improve provision in the Early Years Foundation Stage and the teaching of reading have proved successful in significantly raising attainment and in increasing the rate of progress pupils make. The good promotion of pupils’ spiritual, moral, social and cultural development enables them to thrive in a vibrant learning community where achievement is celebrated. It is not yet an outstanding school because : Teaching is not yet outstanding. The information gained from marking is not always used effectively to plan next steps. Pupils are not always given the guidance they need to improve their writing or the time to respond. In subjects other than English and mathematics, the most able pupils are not always effectively challenged. Governors are not sufficiently well informed to rigorously challenge the school about its performance or the impact of its actions to improve the progress of different groups of pupils, particularly those supported by the pupil premium.