|Name||Accrington Woodnook Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 September 2017|
|Address||Hudson Street, Accrington, Lancashire, BB5 2HS|
|Religious Character||Does Not Apply|
|Number of Pupils||209 (44% boys 56% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||28.2%|
|Percentage English is Not First Language||61.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. This is an average-sized primary school. The vast majority of pupils are from minority ethnic groups and a well-above average proportion speak English as an additional language. The largest group are of Pakistani heritage. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with the national average. No pupils have an education, health and care plan. The school meets the current government floor standards, which are the minimum expectations for pupils’ progress and attainment by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The school celebrates its diverse community. It prides itself on its core values of Friendship, Aspire, Independence, Respect, represented in the school strap line, ’Together we are FAIR in all we do’. Leaders and governors have high expectations for all pupils in school. They want pupils to achieve well and be independent. The effective staff team share the school’s values and work together well to improve the provision. Leaders and governors have worked successfully to improve standards. The proportion of pupils reaching standards typical for their age has increased in every year group. The development of strong middle leaders who are accountable for their work is supporting school improvement. These leaders share training and monitor their curriculum areas well, enabling pupils to make good progress in subject-specific skills and knowledge. The development of middle leaders shows that there is good capacity for the school to improve further. Governors use the pupil premium funding effectively. Targeted interventions have led to an improvement in disadvantaged pupils’ progress across school. Teaching across the school is good. Leaders have taken advantage of the effective training and support provided by the local authority to improve the quality of teaching. Teachers have good subject knowledge and use effective questioning to help pupils learn. However, the small group of the most able pupils are often not given enough challenge to deepen their skills and knowledge. Pupils make good progress in reading and writing. However, opportunities for pupils’ development of mathematical reasoning are limited. The early years continues to improve because : of good teaching and leadership. The commitment and dedication of staff ensures that children make good progress from their starting points. The school provides a range of events, training and activities to engage parents, both socially and with their children’s education. Some pupils do not attend school as regularly as they should. This hinders their progress and attainment in school. Leaders have yet to convince a small minority of parents of the appropriateness of their actions to improve overall attendance.