|Name||Alderman Richard Hallam Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 September 2012|
|Address||Avebury Avenue, Leicester, Leicestershire, LE4 0FQ|
|Religious Character||Does Not Apply|
|Number of Pupils||881 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.9|
|Percentage Free School Meals||7.9%|
|Percentage English is Not First Language||33%|
Information about this school
Alderman Richard Hallam is much larger than the average primary school. The majority of pupils are of White British heritage with a small minority from Asian Indian backgrounds. The proportion of pupils supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils known to be eligible for the pupil premium is similar to that found nationally. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a Children’s Centre and an after school club on site which are not managed by the governing body and did not form part of this inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement is good and they make good progress from their low starting points on entry to the school. They achieve well in a range of subjects with literacy being promoted well across the school. Teaching is consistently good. There are clear routines which support learning and positive relationships in lessons. Teachers plan lessons which engage pupils in learning with a range of work which supports them in making good progress. Pupils are positive about the school. There is good behaviour in lessons and around the school site. Pupils feel safe in school and are confident adults will support them if they have a problem. The governing body and senior leaders have a clear vision for improvement in the school. They have worked relentlessly to remove weak teaching and to ensure consistent practice. Checking of teaching is rigorous and has led to improvements over time in the quality of teaching and in pupils’ achievement. Training for teachers at all levels in school is strength. The school has successfully developed teaching and supported staff in leadership roles. It is not yet an outstanding school because : teaching does not always proceed briskly, or include opportunities for pupils to learn independently marking is not always of high quality with constructive feedback there is not enough inspirational teaching middle leaders and staff do not use data to ensure pupils all make exceptionally good progress.