|Name||Acomb First School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 January 2018|
|Address||Bishops Hill, Main Street, Acomb, Hexham, Northumberland, NE46 4PL|
|Religious Character||Does Not Apply|
|Number of Pupils||59 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||3.4%|
Information about this school
Acomb First School is smaller than the average school. There are three classes. The early years comprises children in Reception. There is a key stage 1 class which contains Year 1 and Year 2 pupils. Then there is one key stage 2 class, for years 3 and 4. The proportion of pupils eligible for pupil premium funding is below that of schools nationally. The vast majority of pupils are of White British heritage and there are a small number of pupils who speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is above the national average. The school works in partnership with Little Oaks, the adjoining nursery school, to provide a breakfast club for children from both settings. An independent after school club provides after hours care; for children from school, as well as older children from other schools.
Summary of key findings for parents and pupils
This is a good school Leaders and governors of this very small village school are highly ambitious for all pupils. They ensure that the happiness and success of each child are at the heart of the school. Effective support from the local authority and a partnership with a similar school have ensured rapid improvements. Action following a review of governance has resulted in a strong and skilful governing body. Governors now have a clear understanding of the strengths and weaknesses of the school. They are effective in holding leaders to account and offer practical support and advice to leaders. Teaching and learning are good across the school. Teachers have high expectations for learning and behaviour. They plan interesting activities and make good use of well-chosen resources to stimulate pupils’ learning. Teachers’ expectations of the quality and presentation of pupils’ work are generally of a high standard. However, teachers do not consistently ensure that the spellings taught are used independently in pupils’ work. Pupils, staff, governors, parents and carers are very supportive of the headteacher and the upward direction of the school’s improvement journey. Pupils’ behaviour is good in lessons and across the school. Pupils are polite and courteous to all adults and have very positive attitudes to learning. Their attendance is in line with national averages and punctuality is good. Staff provide good pastoral care to promote pupils’ welfare effectively. Safeguarding is effective. Good leadership, teaching and learning with a range of well-planned learning opportunities are enabling children in the early years to make good progress in all areas of learning. Their behaviour is good and they are kept safe Pupils enjoy the broad curriculum, which is enhanced by a wide range of trips, forest school activities, clubs and other events. The assessment and tracking system for reading, writing and mathematics used to check individual pupils’ progress is well understood by all. However, the tracking and assessment of foundation subjects are new and not yet sufficiently refined to fully support teachers’ planning in these subjects to ensure that all pupils make strong and sustained progress in every subject. Teachers build upon pupils’ earlier learning effectively and manage their classes well. However, pupils need to be given more opportunities to talk about their understanding in mathematics and reason about their answers.