Althorpe and Keadby Primary School

About Althorpe and Keadby Primary School Browse Features

Althorpe and Keadby Primary School


Name Althorpe and Keadby Primary School
Website http://www.althorpe.northlincs.dbprimary.com
Ofsted Inspection Rating Good
Inspection Date 17 April 2018
Address Station Road, Keadby, Scunthorpe, Lincolnshire, DN17 3BN
Phone Number 01724782344
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 223
Number of Pupils per Teacher 21.0
Local Authority 813
Percentage Free School Meals 26.9%
Percentage English is Not First Language 1.8%
Persisitent Absence 11.1%
Pupils with SEN Support 13%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is smaller than the average-sized primary school. The majority of pupils are of White British heritage. The proportion of disadvantaged pupils supported through the pupil premium is above average. The proportion of pupils who have SEN and/or disabilities is average. The proportion of pupils who have an education, health and care plan is above the national average. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. Children start the early years with part-time education in the new two-year-old provision. Part-time education continues in the Nursery for children who are three years old. In Reception, children receive full-time education.

Summary of key findings for parents and pupils

This is a good school The headteacher leads a strong and committed staff team. The school is a calm, happy place where pupils receive the support they need to achieve well. All leaders and staff are determined that pupils succeed both in their personal and academic development. Leaders and governors have an accurate understanding of the school’s strengths and areas for further development. They show determination and ambition to improve the school’s performance. The headteacher, subject leaders and phase leaders all check the quality of teaching, learning and assessment closely to ensure that pupils stay on track to make good progress. The quality of teaching is good. Leaders ensure that staff receive appropriate training to develop their practice. As a result, pupils make good progress. Overall outcomes in 2017 were above the national average in reading, writing and mathematics in all key stages. On occasions, the most able pupils are not challenged sufficiently in their learning to achieve more. In 2017, too few achieved at greater depth in any subject. Work in pupils’ workbooks and the school’s assessments reflect a more positive picture this year. In all subjects an increasing number of pupils are working at the higher standard. Disadvantaged pupils make good progress and achieve outcomes which are in line with those of their peers and all pupils nationally. Teaching assistants support pupils effectively. Pupils who have special educational needs (SEN) and/or disabilities receive focused support so that they make good progress. Children in the early years achieve well. They benefit from effective teaching in a safe and well-organised learning environment. The teaching of phonics is effective. However, pupils sometimes fail to use their phonics to spell accurately when writing. Occasionally, particularly in mathematics, when not guided sufficiently, pupils lack the confidence to attempt higher-level tasks if left to choose from the options teachers plan. Pupils behave well at all times. Their personal development, behaviour and welfare are good. They thrive and flourish in the caring environment the school provides for them. The attendance of a few pupils is too low to ensure that they achieve as well as they could. Parents and carers value highly the care and support the school provides for children and their families.