|Name||Alexander Hosea Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 March 2014|
|Address||Honeybourne Way, Wickwar, Wotton-under-Edge, Gloucestershire, GL12 8PF|
|Religious Character||Does Not Apply|
|Number of Pupils||190 (41% boys 59% girls)|
|Number of Pupils per Teacher||23.8|
|Percentage Free School Meals||2.6%|
|Percentage English is Not First Language||2.1%|
Information about this school
Alexander Hosea Primary School is an average-sized primary school. Pupils are grouped into eight classes: one for Reception; one for pupils of Reception age and Year 1; one for Year 2; one for Year 3; mixed age classes for Years 3 and 4; one for Years 4 and 5; one for Years 5 and 6; and a class containing Year 6 pupils. The proportion of pupils eligible for the pupil premium, which is additional funding for pupils known to be eligible for free school meals, children who are looked after by the local authority and the children of service families, is lower than average. Most pupils are from White British backgrounds. There is a small minority of pupils from minority ethnic groups and just a few of these speak English as an additional language though none of these are at an early stage of learning English. The proportion of disabled pupils and those who have special educational needs supported at school action is broadly average. The proportion supported at school action plus or who have a statement of special educational needs is a little below average. A greater number of pupils than is usually found join or leave the school at times other than the normal joining or leaving stages. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils are achieving well. Their progress is good and improving. Children have a good start to their schooling and make rapid progress in well-organised Reception and Year 1 classes. How letters are linked to the sounds they make is taught thoroughly and so pupils develop into confident and competent readers. The quality of teaching is good and teachers set high standards. Pupils respond very well to the challenges set and many are therefore working at levels well above those expected for their age. Teaching assistants are skilled and play a valuable role in aiding pupils’ progress, particularly, but not exclusively, for those with special educational needs. Pupils are keen and enthusiastic learners, very ready to take advantage of the varied opportunities for learning that are provided. Pupils behave well. They are polite and welcoming and treat each other and adults with respect. The school’s systems for keeping pupils safe are extremely rigorous and pupils say that they feel very safe. The headteacher has created a strong team and her drive and ambition are shared by all staff and governors. Governors provide good levels of expertise and challenge and support leadership well. The drive for improvement has been successful and a ‘close eye’ is kept on the quality of teaching to ensure improvements are sustained. It is not yet an outstanding school because: Insufficient teaching is outstanding. One reason is that the new marking system is not being used consistently by all teachers so pupils are not always clear about what they need to do to improve. In some lessons, pupils’ levels of concentration and interest decline as the pace of the lesson is not sufficiently brisk.