|Name||Acklam Whin Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 November 2013|
|Address||Carlbury Avenue, Acklam, Middlesbrough, Teesside, TS5 8SQ|
|Religious Character||Does Not Apply|
|Number of Pupils||501 (50% boys 50% girls)|
|Number of Pupils per Teacher||27.8|
|Percentage Free School Meals||4.4%|
|Percentage English is Not First Language||4%|
Information about this school
Acklam Whin is larger than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium funding (additional funding provided for children in local authority care, those from service families and children known to be eligible for free school meals) is below average. The majority of pupils are White British. The proportion of pupils supported through school action is below average. The proportion of pupils supported at school action plus or who have a statement of special educational needs is well below average. The proportion of children starting and leaving school at times other than expected is slightly above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Over the past three years, pupils’ attainment in reading, writing and mathematics has been high. By the end of Year 6, an above average proportion of pupils attain significantly higher than the national average in English and mathematics. Children get off to a good start in the Early Years Foundation Stage and make good progress by the end of Year 6. Teaching is good. There are some examples of outstanding teaching in the school. Pupils behave well in and around school. They feel very safe and cared for well. Moreover, they say they enjoy their learning and like their teachers. The school contributes well towards pupils’ spiritual, moral, social and cultural development. The achievement of pupils supported by the pupil premium at least matches that of other pupils in school. The learning of groups of pupils, particularly those who are disabled or who have special educational needs, is generally good. Leaders and managers have a positive effect on improving teaching and achievement. The school is well placed to improve. It is not yet an outstanding school because : Pupils do not yet make outstanding progress throughout all year groups, particularly in writing. A minority of most-able girls do not make as rapid progress as they should. A minority of teaching requires improvement and not enough is outstanding. Teachers do not always provide the most able pupils with activities which encourage them to be independent. Leaders do not always effectively use the information from the checks made on teaching, especially to share best practice.