|Name||Alford Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 May 2016|
|Address||Hanby Lane, Alford, Lincolnshire, LN13 9BJ|
|Religious Character||Does Not Apply|
|Number of Pupils||367 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.7|
|Percentage Free School Meals||26.4%|
|Percentage English is Not First Language||1.9%|
Information about this school
Alford Primary is larger than the average-sized primary school. Most pupils are White British. Early years provision is provided in two Reception classes. The proportion of disadvantaged pupils supported by additional government funding (the pupil premium), at 40%, is above average. This funding provides additional support for pupils in local authority care and those known to be eligible for free school meals. Fifteen per cent of pupils have special educational needs or disability. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher and the deputy are passionate leaders. Their ambition and energy have been crucial in driving improvement since the previous inspection. As a result, teaching, learning and assessment are good. Governors enjoy and value their responsibilities. All governors are now very actively involved in the life of the school. They have the necessary expertise to support and challenge the school’s leaders effectively. Children in Reception enjoy an exciting range of learning activities. They love the opportunities they have to discover things for themselves and make good progress. Pupils in Years 1 to 6 make good progress from their starting points. In 2015, both their attainment and progress were above the national averages by the end of Year 6. The school uses the additional funding provided to help disadvantaged pupils more effectively than at the time of the previous inspection. Disadvantaged pupils now make good progress and more are working at or above the standards expected. Effective leadership of the provision for pupils who have special educational needs or disability means that these pupils now achieve well. Pupils have plenty of good opportunities to pursue their interests in midday and after-school clubs. Pupils’ behaviour in lessons and around the school is good. They are friendly and polite with adults. They work and play together happily. Parents are overwhelmingly positive about the school. The comment, ‘My child receives a high quality, well-rounded education’, is representative of those made to inspectors. It is not yet an outstanding school because : Outcomes in subjects other than English and mathematics are not always as good as they are in those subjects. Feedback in books other than English and mathematics does not always help pupils know how successfully they have met the aims of the lesson. Not all subject leaders are as effective as those in English and mathematics in reviewing teaching to improve pupil outcomes across the range of curriculum subjects. In science, older pupils do not have sufficient opportunities to select and plan their own enquires.