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Aldermaston C.E. Primary School

Name Aldermaston C.E. Primary School
Ofsted Inspection Rating Good
Inspection Date 09 June 2015
Address Wasing Lane, Aldermaston, Reading, Berkshire, RG7 4LX
Phone Number 01189713362
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 154 (50% boys 50% girls)
Number of Pupils per Teacher 18.1
Percentage Free School Meals 13%
Percentage English is Not First Language 3.2%

Information about this school

Aldermaston CE Primary School is a smaller than average-sized primary school. There are seven classes, one for each year group from Reception to Year 6. All early years children attend full time. The proportion of pupils eligible for the pupil premium (additional funding for pupils known to be eligible for free school meals and children who are looked after) is well below average. For example, the numbers of these pupils in Year 6 has varied from two to five over the last three years. There are almost no disadvantaged pupils in the school this year. The majority of pupils are from White British backgrounds. One in eight is from a variety of minority ethnic groups and this proportion is below average. Roughly a third of these speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is broadly in line with the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school is a member of an informal federation of small schools in the locality. The school provides space for a breakfast and after-school club, but this is managed privately and is inspected separately.

Summary of key findings for parents and pupils

This is a good school There have been considerable improvements since the last inspection, due to concerted and successful action by leaders and governors. The headteacher has strongly led these improvements which have been fully supported by all staff. A key improvement has been in the quality of teaching which is now good. Rigorous systems are in place to check on its quality, involving leaders and governors, and effective strategies have ensured improvement. The improvement in the quality of teaching has resulted in pupils’ accelerated progress. They are now achieving well in all year groups in reading, writing and mathematics. A further important improvement has been in governance. The governing body restructured a year ago and is now a highly effective body. Governors have extremely good knowledge of the effectiveness of the school and, in particular, the quality of teaching and its impact on pupils’ achievement. Children have a good start to their education in the Reception class as the staff have created effective plans for their learning. Adults have clear knowledge of the needs of these young children. Pupils behave well and are polite and welcoming. Leaders are currently focusing on the school’s successful ‘learning behaviour’ approach which prepares pupils more for learning. Pupils work enthusiastically and are keen to explain the impact their behaviour has on their learning. In discussions they noted the improvements in this area since the last inspection. The school’s procedures for keeping pupils safe are outstanding. All systems are very thorough and rigorous records are kept. All pupils spoken to were very firm in their assertion that they felt safe in school. Pupils’ spiritual, moral, social and cultural development is very strong. Pupils are fully aware of their responsibilities in creating a harmonious society. They have a very good understanding of British values and are very well prepared for the next stage in their education and life beyond. It is not yet an outstanding school because : The quality of teaching is not yet outstanding. Teachers do not always encourage pupils to focus sufficiently on their skills of grammar, punctuation and spelling when they are working on longer pieces of writing. Pupils are not always given enough opportunities to practise their skills of addition, subtraction, multiplication and division in a range of situations, particularly in problem solving. There are occasions in the Reception class when adults are a little slow to intervene in order to accelerate children’s learning during times when children have chosen activities for themselves.