|Name||Alconbury CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 September 2011|
|Address||School Lane, Alconbury, Huntingdon, Cambridgeshire, PE28 4EQ|
|Religious Character||Church of England|
|Number of Pupils||198 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.4|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||2.5%|
Information about the school
Alconbury is an average-sized primary school. Most pupils are White British and a small minority are from minority ethnic groups. The percentage of pupils who speak English as an additional language is below average and two pupils are in the early stages of learning English. The percentage of pupils with special educational needs and/or disabilities is average, although the percentage of pupils with a statement of special educational needs is above average. Their main needs relate to learning and physical difficulties. The proportion of pupils known to be eligible for free school meals is well below average. There is Early Years Foundation Stage provision in the Reception class.
Alconbury is a good school. Pupils achieve well in both their academic and personal development. Parents, carers and pupils appreciate the good quality care and exciting learning opportunities. One parental comment summed up the views of the vast majority: ‘All staff work hard to ensure children succeed academically, develop confidence and a balanced personality.’ Pupils were equally positive. One pupil spoke for many when saying, ‘We like the school, especially the activities and the library. Learning is fun.’ These are the key strengths of the school. Children settle into Reception extremely well and make good progress in all areas of learning because induction for parents and carers and their children is very effective. Good teaching enables pupils to make good progress as they move through the school. Attainment in English, mathematics and science is above average. Pupils achieve very well in music and information and communication technology (ICT). Relationships are strong and the school ethos is supportive and consequently pupils make good gains in their personal development. The vast majority of pupils enjoy coming to school and this is reflected in attendance that is well above average. Care, guidance and support are strong, so pupils behave sensibly and are enthusiastic learners who have a mature attitude to their work. Pupils enjoy the curriculum. Provision for music is a particular strength, and parents and carers appreciate the fantastic music team who provide pupils with opportunities to learn instruments. One commented, ‘There is so much enthusiasm and passion children cannot help but be inspired.’ The headteacher and senior management team are good role models who, together with an active governing body, lead the school effectively and have a clear vision for its future improvement. Excellent links with parents and carers support pupils’ learning extremely well. Good links with the local community and external agencies contribute effectively to pupils’ learning and their well-being. These are the key areas for improvement which remain. The register for gifted and talented pupils is not up to date and the number of pupils identified on the register is low by comparison with national standards. Many of the pupils identified have only limited provision. The provision for pupils to gain awareness of life in multicultural Britain is not as well developed as it is at global, local and school level. Pupils have less awareness of life in parts of the country different to their own. All staff are committed to providing each pupil with the very best possible education. Equality of opportunity and the elimination of discrimination are pursued effectively. A continual drive for improvement is underpinned by effective systems for evaluating the strengths and further areas for development of the school. The school’s good organisation and strong, shared vision underpin its good capacity to continue moving forward.