Akaal Primary School


Name Akaal Primary School
Website http://www.akaalprimaryschool.org
Ofsted Inspection Rating Requires improvement
Inspection Date 05 June 2018
Address Grange Avenue, Derby, DE23 8DG
Phone Number 01332499011
Type Academy
Age Range 4-11
Religious Character Sikh
Gender Mixed
Number of Pupils 99 (44% boys 56% girls)
Number of Pupils per Teacher 15.7
Percentage Free School Meals 8.1%
Percentage English is Not First Language 83.8%

Information about this school

The school opened in September 2015. The current headteacher was appointed to the post of substantive headteacher in September 2017. Prior to this, she had been the head of school. Akaal Primary School is currently smaller than an average-sized primary school. In September 2017, it expanded to include a Year 3 class. The school will continue to add a new year group each year. The school plans to move to a new site in September 2018. The proportions of pupils from minority ethnic backgrounds, and of pupils who speak English as an additional language, are above those seen nationally. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors do not check closely enough the effectiveness of their actions to improve standards. They do not hold staff sufficiently to account for pupils’ progress. Middle leaders are not as effective as they could be in bringing about improvements. Their plans for improvement, including for the early years, are not sufficiently focused. The quality of teaching is inconsistent. Work is not routinely matched to pupils’ needs. Too many pupils do not make the progress or attain as highly as they should, particularly in writing. Leaders have not ensured that assessment is consistently accurate. As a result, their analysis of the school’s performance and their targets for improvement are not as accurate as they could be. The governing body does not hold leaders to account for the impact of additional funding. Teachers do not have consistently high expectations of what pupils, including the most able, can achieve or the quality and presentation of pupils’ work in different subjects. Teachers’ expectations of pupils’ use of accurate spelling, grammar and punctuation in their writing are not consistently high. As a result, pupils’ progress in writing is not as rapid as it should be. Teachers do not quickly tackle pupils’ errors and misconceptions. They do not consistently teach pupils how to effectively edit and improve their work. Teachers and other staff do not teach pupils to use and apply their phonics and early reading skills sufficiently well. Nor do they consistently promote pupils’ understanding and use of important vocabulary. The school has the following strengths Relationships are positive. The school has a caring ethos of mutual respect. Pupils understand the school values. The curriculum prepares pupils for life in modern Britain and promotes their personal, spiritual, moral, social and cultural development well. Leaders are forward looking. Standards are beginning to improve, particularly in reading and mathematics. Pupils’ manners are impeccable. Pupils behave and conduct themselves very well.