|Name||Albany Village Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||14 November 2017|
|Address||Crossgill, Albany, Washington, Tyne and Wear, NE37 1UA|
|Religious Character||Does Not Apply|
|Number of Pupils||236 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.1|
|Percentage Free School Meals||39.9%|
|Percentage English is Not First Language||1.7%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. The vast majority of pupils are of White British heritage and speak English as their first language. The proportion of pupils who are known to be eligible for support from the pupil premium and the proportion of pupils who have SEN and/or disabilities are above the national averages. The school meets the current floor standards, which are the minimum expectations for attainment and progress in English and mathematics at the end of Year 6. The school’s part-time Nursery operates in the morning and afternoon. Reception children attend on a full-time basis.
Summary of key findings for parents and pupils
This is a good school Under the strong and experienced leadership of the headteacher, an ethos of high expectations has been created. Leaders are doggedly determined to eradicate anything that is second best. Leaders’ continuing ambition to eliminate underperformance and to provide the best teaching, outcomes and experiences for all pupils is translated into action, and this means the school is continuing to improve. Outcomes for pupils are good. Current pupils are making strong progress from their individual starting points. Pupils’ skills and attainment in mathematics are much improved following a significant dip in 2016. Children in the early years make a solid start to their learning. They work happily and co-operatively together, making strong progress to reach standards that are broadly average by the time they leave the Reception class. As a result of consistently good teaching and assessment, pupils learn quickly and are beginning to apply their skills across all subjects. Teachers are skilled at supporting pupils’ progress in learning. Teachers generally match work accurately to pupils’ abilities, but occasionally work can lack challenge, especially for the most able and children in early years. Leaders’ monitoring of the quality of provision in English and mathematics is rigorous and detailed. Subject leaders’ skills across the wider curriculum still require further development. Leaders’ effective use of the pupil premium funding has resulted in the difference between the progress and attainment of disadvantaged pupils and their peers diminishing rapidly, especially in key stage 1. A small difference still remains in key stage 2 and only a small number of disadvantaged pupils are working at a greater depth of understanding. The leadership of the well-planned curriculum ensures that pupils’ visits across the region fire their enthusiasm for learning. The school’s tracking of pupils’ progress in creative subjects and in subjects other than English and mathematics is new and not yet embedded. The behaviour of pupils is good. They have respect and care for each other and are polite and friendly. They display good manners. There are occasional lapses in behaviour in lessons when pupils lose concentration as the pace of learning slows. Governors share the leaders’ passion and ambition to improve the school further. They play a key role in the school’s ongoing success and keep a sharp eye on actions being taken to ensure further improvements. They are very well informed, and know the school inside-out.