|Name||Althorpe and Keadby Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 April 2018|
|Address||Station Road, Keadby, Scunthorpe, Lincolnshire, DN17 3BN|
|Religious Character||Does Not Apply|
|Number of Pupils||223|
|Number of Pupils per Teacher||21.0|
|Percentage Free School Meals||26.9%|
|Percentage English is Not First Language||1.8%|
|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.