|Name||Aldborough Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 June 2015|
|Address||Alby Hill, Aldborough, Norwich, Norfolk, NR11 7PH|
|Religious Character||Does Not Apply|
|Number of Pupils||127 (43% boys 57% girls)|
|Number of Pupils per Teacher||15.9|
|Percentage Free School Meals||5.5%|
|Percentage English is Not First Language||2.4%|
Information about this school
This is smaller than the average-sized primary school. Virtually all pupils are from White British backgrounds and none speaks English as an additional language. Children in the early years in the Reception class attend full time. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of pupils eligible for support from the pupil premium is lower than national. The pupil premium is additional funding to support children who are in local authority care and those known to be eligible for free school meals. A pre-school setting shares part of the school site. This is inspected separately. The headteacher provides support to other schools in the area. There have been a number of changes to staff since the school’s previous inspection in 2009. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. The determined, good leadership and management of the headteacher and senior staff has led to the development of an effective and calm learning environment where pupils thrive, both academically and socially. The strong teamwork of all staff, together with the robust support and challenge from governors, have resulted in good quality teaching and learning. Pupils’ achievement is good as a result. In reading, it is particularly good. The range of subjects is good and supports pupils’ learning effectively. The culturally rich provision of opportunities within lessons and clubs captures pupils’ interest. It makes an outstanding contribution to their spiritual, moral, social and cultural development. Pupils from all groups, including the most able, make good progress in developing self-esteem and confidence in their ability to succeed. Attendance has improved significantly. The impressive range of extra-curricular activities makes a strong contribution to this. Teachers take into careful consideration what pupils already know and can do when planning work. As a result, lessons have suitable challenge and enable pupils from all groups to make good progress. Links with parents are very strong. Parents are kept very well informed, including by the school’s virtual learning environment website, which is kept up to date. Parents also contribute greatly to the progress pupils make in their reading, with large numbers acting as volunteers to hear pupils read each week. School planning for improvement is relevant and linked to the most important things the school needs to do to improve. As a result, the school has a good capacity to continue to improve. Provision for keeping pupils safe is outstanding. Great care is taken to ensure pupils’ well-being at all times. The consistency with which all adults treat pupils and manage their behaviour, combined with the regular routines of the school, ensures that the behaviour of pupils is outstanding. This contributes to their good progress. It is not yet an outstanding school because : When teachers give pupils feedback and mark their work in subjects other than English and mathematics, they do not always explain exactly what needs to be done to improve pupils’ writing and numeracy skills.