Alderman Jacobs School

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Alderman Jacobs School


Name Alderman Jacobs School
Website http://www.aldermanjacobs.cambs.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 13 June 2017
Address Drybread Road, Whittlesey, Peterborough, Cambridgeshire, PE7 1XJ
Phone Number 01733202403
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 584 (51% boys 49% girls)
Number of Pupils per Teacher 20.4
Percentage Free School Meals 11.6%
Percentage English is Not First Language 5.3%

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. This is a larger-than-average-sized primary school with 21 classes. Children in the early years are taught in three Reception classes. Most pupils are from White British backgrounds. The proportion of pupils who have special educational needs and/or disabilities is broadly average. The proportion of disadvantaged pupils supported by the pupil premium is broadly average. The school met the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results in 2014, 2015 and 2016.

Summary of key findings for parents and pupils

This is a good school Under the headteacher’s strong leadership, leaders at all levels have secured rapid school improvement in both the quality of teaching and outcomes for pupils. Pupils are now making good progress across the school. Weaknesses seen in national assessments at the end of Year 2 and Year 6 in 2016 have been tackled well by leaders. Leaders make good use of information about pupils’ progress to see where additional support is needed. Pupils who are in danger of falling behind are helped to catch up quickly. Disadvantaged pupils and those who have special educational needs and/or disabilities are given well-targeted support that helps them to make good progress. The governing body has played a key part in school improvement over the last two years. Governors know the school well and provide good challenge to other leaders when necessary. In the early years, children make good progress. This is because teachers know the children very well and plan challenging and enjoyable work. Indoor provision is especially strong, but staff do not make as effective use of the outdoor area. In key stages 1 and 2, good teaching helps pupils to acquire new skills quickly, especially in English and mathematics. Teachers usually plan work that provides good challenge for different ability groups, although they do not always move on the learning of the most able quickly enough in mathematics. Pupils behave well. They enjoy school and develop positive attitudes towards learning. They feel safe and have great confidence in the ability of staff to sort out problems quickly. Staff place a high priority on keeping pupils safe. However, not all staff have a clear understanding of their responsibility to look out for the potential radicalisation of pupils. There is a good partnership between home and school. Most parents are pleased with the work of the school and with recent improvements. There is a rich and varied curriculum that helps to make learning fun. Pupils develop good skills in subjects such as art and music. In history and geography, pupils’ work is more variable in quality because the curriculum does not focus well enough on subject-specific skills and knowledge. The happy atmosphere in school reflects the way that leaders value and respect all members of the community. Work in and out of lessons makes a strong contribution to pupils’ personal development. Key values such as tolerance and respect are strongly promoted and are reflected in all aspects of the school’s work.




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