|Name||Ansdell Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 January 2014|
|Address||Lansdowne Road, Ansdell, Lytham St Annes, Lancashire, FY8 4DR|
|Religious Character||Does Not Apply|
|Number of Pupils||234 (44% boys 56% girls)|
|Number of Pupils per Teacher||23.8|
|Percentage Free School Meals||6.4%|
|Percentage English is Not First Language||3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is an average-sized primary school and the number on roll is steady. The proportion of disabled pupils and those who have special educational needs supported by school action is below average. The proportion supported at school action plus or with a statement of special educational needs is well below average. The proportion of pupils for whom the school receives the pupil premium funding is well below average. The pupil premium is funding for those pupils who are known to be eligible for free school meals, children from service families and for those children who are looked after by the local authority. Most pupils are from White British families. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school has breakfast club provision every morning from 7.45 am until 8.45 am. It also provides after-school provision from 3.15 pm until 5.30 pm. At the time of the inspection, the headteacher had been in post for three weeks, following an extended period of turbulence in the leadership of the school. Two new teachers were appointed in September 2013.
Summary of key findings for parents and pupils
This is a good school. The headteacher has created a strong team spirit over a very short period and is providing determined leadership. She is well supported by other leaders and a committed and knowledgeable governing body. Pupils’ achievement and the quality of teaching have improved this school year. Pupils of all abilities are making good progress in reading, writing and mathematics throughout the school. Disabled pupils and those who have special educational needs achieve well because they are known well to teachers and teaching assistants and they are set work which is at the right level of difficulty. The quality of teaching is good. It is sometimes outstanding. Teachers have high expectations of their pupils and lessons are exciting and capture pupils’ interest. Pupils are well behaved and feel safe. They are extremely proud of their school, enjoy the wide range of additional activities and events that are organised for them and are hard working. Teaching assistants make a valuable contribution to the life of the school and enhance the progress made by pupils of all age groups. It is not yet an outstanding school because : Teachers do not always make it clear to pupils exactly what is expected of them in lessons and how much work to produce. The quality and quantity of pupils’ writing in books, especially in subjects such as science and history, is not at the same standard as their work in English lessons. Teachers do not always make full use of marking to ensure pupils improve their own work. The information gleaned from the analysis of pupils’ progress and the checks on the quality of teaching are not always used sharply enough to provide clear priorities and high quality action plans for improvement.