Berry Pomeroy Parochial Church of England Primary School

About Berry Pomeroy Parochial Church of England Primary School Browse Features

Berry Pomeroy Parochial Church of England Primary School

Name Berry Pomeroy Parochial Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 30 March 2017
Address Berry Pomeroy, Totnes, Devon, TQ9 6LH
Phone Number 01803863519
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 99 (48% boys 52% girls)
Number of Pupils per Teacher 19.8
Local Authority Devon
Percentage Free School Meals 12.1%
Percentage English is Not First Language 0%
Persisitent Absence 9.7%
Pupils with SEN Support 29.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school is smaller than most primary schools. Since the last inspection and in the past two years, three of the four class teachers have left and been replaced and the fourth is now on maternity leave. The proportion of pupils eligible for support from the pupil premium is below average. The proportion of pupils from minority ethnic groups is well below average, as is the number of pupils who speak English as an additional language. There is a high proportion of pupils who have special educational needs and/or disabilities, although very few have a statement of special educational needs or an education, health and care plan. Children in the early years are taught full time in the Reception/Year 1 class. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. It is also above the coasting school elements.

Summary of key findings for parents and pupils

This is a good school The headteacher and staff have ensured that, despite a high turnover of teachers (and subject leaders) in recent years, most of the current pupils are making good progress from their different starting points. The quality of teaching is now consistently good. Teachers are making effective use of assessment to identify and address previous gaps in pupils’ learning, especially in mathematics. The progress of disadvantaged pupils is improving and they are catching up with other pupils nationally. The progress of the most able pupils, including the most able disadvantaged pupils, is consistently strong across subjects. Progress in reading is especially good and pupils in Year 1 continue to achieve above-average results in the national phonics check. Additional support for children in the early years has helped to maintain good provision and outcomes. Staff are vigilant about safeguarding pupils. Pupils say they feel safe in school. They behave very well. Governors know the school’s strengths and have challenged and supported the headteacher well in tackling weaknesses, as in the progress of disadvantaged pupils. Pupils, particularly a minority of girls and pupils who have special educational needs and/or disabilities, are not yet making as much progress in mathematics as they are in reading and writing due to gaps in their basic skills. The progress of a small minority of disadvantaged pupils and pupils who have special educational needs and/or disabilities is held back by poor attendance. A significant minority of parents expressed concern about the way in which the headteacher and governors dealt with their concerns regarding the instability in staffing. Parents do not feel leaders communicated clearly enough with them about this issue.