|Name||Adderlane First School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||09 June 2015|
|Address||Broomhill Road, Prudhoe, Northumberland, NE42 5HX|
|Religious Character||Does Not Apply|
|Number of Pupils||108|
Information about this school
Prudhoe Adderlane is a first school, catering for pupils aged 3-9 and is smaller than the average-sized primary school. Almost all pupils are of white British heritage. The proportion of disadvantaged pupils for whom the pupil premium provides support is higher than the national average. The pupil premium is government funding provided for those who are known to be eligible for free school meals and those children who are looked after by the local authority. The proportion of disabled pupils and those with special educational needs is above the national average. Pupils attend Nursery on a part-time basis and Reception class full time. The school has recently begun to receive support from the Tyne Valley Teaching School Alliance. The previous headteacher left the school at Easter 2015. A new headteacher took up post in May 2015.
Summary of key findings for parents and pupils
This is a school that requires special measures. Pupils’ achievement has declined since the previous inspection. Progress made by pupils in Key Stage 1 has been inadequate for the past two years and remains uneven across the school. Standards are below average in writing and mathematics. The progress made by children in Nursery and Reception classes requires improvement. Teaching does not support children to achieve well enough in writing and mathematics to prepare them for the challenges of Year 1. Leaders have had inaccurate views of the quality of teaching and pupils’ achievement. They have been too slow to take action to improve teaching and halt underachievement. Leaders have not been ambitious for the achievement of pupils. Targets set for pupils’ progress are too low. Systems to check on the performance of teachers have not been robust enough to secure essential improvements. Teachers do not take sufficient account of what pupils can already do. Work set by teachers does not enable pupils to make rapid progress. Teachers’ questioning fails to challenge pupils to think deeply or creatively about their learning, particularly in writing and mathematics. Weak teaching over time has resulted in underachievement for all groups of pupils, including disadvantaged pupils, disabled pupils, those with special educational needs and the most able. Behaviour requires improvement because pupils’ attitudes to learning are not helping them to achieve well. Too many pupils require close support from adults to help them to stay focused on their work. Attendance is below average. Governors have failed to challenge senior leaders to address underperformance in teaching and to secure improvements in pupils’ achievement. Leaders at all levels do not demonstrate the skills to set clear direction for improvement. The school has the following strengths The teaching of phonics (letters and the sounds they represent) has improved. An above average proportion of pupils now achieves the standard expected in the phonics check in Year 1. Pupils enjoy the opportunities provided for them through the school council to influence decisions about their school. Pupils feel safe. They recognise the positive steps taken by the new headteacher to improve safety procedures and have confidence that she will address any concerns they raise. Pupils are polite and courteous. Most pupils behave well around school and show respect to adults.