|Name||Aldermoor Farm Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 June 2015|
|Address||Acorn Street, Stoke Aldermoor, Coventry, West Midlands, CV3 1DP|
|Religious Character||Does Not Apply|
|Number of Pupils||550 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.8|
|Percentage Free School Meals||23.8%|
|Percentage English is Not First Language||50%|
Information about this school
The school is larger than the average-sized primary school. The school is expanding. It changed to be three-form entry in September 2014. The Nursery class has 24 places in the morning and 24 places in the afternoon. Children attend part time. There are three Reception classes, which children attend full-time. There are two classes in Years 1 to 6. The proportion of pupils from minority ethnic groups is well above average. The largest groups are Black African and White British, and the remainder from 10 other ethnic groups. There are 39 different home languages. About half of the pupils speak English as an additional language. This proportion is well above the national average. Many of these pupils arrive at the school speaking little or no English. The proportion of pupils joining or leaving the school other than at the normal times is high. About one quarter of pupils who start at the school leave before the end of Year 6. In the current academic year, 66 children joined and 47 children left the school. The school includes specially resourced provision for disabled pupils and those with special educational needs. This Enhanced Support Unit for pupils with autism provides for nine children in Years 1 to 6. These pupils are included in mainstream class lessons on a part-time basis. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of disadvantaged pupils supported by the pupil premium (additional funding for pupils known to be eligible for free school meals or looked after by the local authority) is well above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Key Stage 2. The governing body has been reconstituted since the previous inspection. The school runs its own breakfast and after-school clubs.
Summary of key findings for parents and pupils
This is a good school. Select The determination and drive of the headteacher, and the very effective senior leadership team, have ensured that teaching and achievement are consistently good. Achievement is good overall. Pupils make good progress, often from starting points that are well below those typical for their age. Disadvantaged pupils, disabled pupils, those who have special educational needs and those pupils who are new to English, receive consistently good support that enables them to achieve well. Children in the early years are taught and cared for very well. They make good progress and are well prepared for Year 1. Pupils’ behaviour is good in lessons and at all other times. Pupils are polite, well behaved and respectful to adults and each other. The school is a safe and secure place in which pupils feel at ease. Pupils know how to stay safe, especially when it comes to safety on the internet. Excellent pastoral care underpins pupils’ sense of feeling safe and supported. The school is particularly effective at supporting pupils with social, emotional and behavioural needs. The school promotes pupils’ spiritual, moral, social and cultural development very successfully. Pupils learn to value and respect everyone equally, regardless of race, ethnicity or belief. Pupils are prepared well for life in modern Britain. Vulnerable pupils and their families are supported sensitively and highly effectively. Pupils’ attendance and parental engagement with school have improved considerably as a result, so that attendance is now above the national average. Pupils in the additional resourced provision make good progress because the work is tailored precisely to their specific learning needs. The governing body is effective at holding the school to account for the achievement and safety of the pupils. It is not yet an outstanding school because : Pupils’ attainment in writing is not as good as in reading and mathematics. In a few lessons, teachers do not fully enthuse or challenge pupils and so learning is slower. There are too few opportunities for pupils to apply English and mathematics skills in other subjects. Teachers’ marking is not consistently effective in helping pupils to improve their work.
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