|Ofsted Inspection Rating||Good|
|Inspection Date||05 December 2013|
|Address||Blennerhasset, Wigton, Cumbria, CA7 3RL|
|Religious Character||Does not apply|
|Number of Pupils||64 (48% boys 52% girls)|
|Number of Pupils per Teacher||12.2|
|Percentage Free School Meals||1.7%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||9.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Blennerhasset School is considerably smaller than the average-sized primary school. Almost all pupils are of White British heritage. Very few pupils are from minority ethnic backgrounds. The proportion of pupils supported through school action is above the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above average. The proportion of pupils supported by the pupil premium is well below the national average. The pupil premium is additional government funding provided for children in local authority care, for children from armed service families, and for children known to be eligible for free school meals. The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress in English and mathematics. The headteacher and Key Stage 2 teacher joined the school in September 2012. Pupils are taught in three mixed-age classes: Nursery with Reception, Year 1 with Year 2 and Years 3, 4, 5 with Year 6. The number in each year group can be less than two. The school has achieved the Eco-School Bronze award and is part of the Children’s University.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. All groups of pupils make good progress in English and mathematics. Pupils develop good reading and writing skills. They greatly enjoy reading and are keen to talk about their choice of books. Teaching is good. Lessons are well structured so that pupils understand what they have to do. Good relationships in the classroom result in a positive atmosphere throughout the whole school. An improved marking system is used well to show pupils how to improve their work. The rich curriculum provides a varied and interesting range of learning experiences which meet the needs of all pupils. The many exciting clubs and activities capture pupils’ imagination and enthusiasm. Behaviour is good; pupils are keen to attend school, which is why attendance is above average. Pupils have good attitudes to their learning and help one another to do their best. Pupils say they feel safe. They have a good understanding of how to keep themselves and others safe. The school is led by a highly respected and caring headteacher. Members of staff work well together in order to create an effective team that is bringing about improvements. The headteacher and governors keep a close eye on how pupils are doing and take action to stop them falling behind. Governors play a full and important role in helping the school to improve. It is not yet an outstanding school because : Pupils do not get enough opportunities to develop their mathematical skills in a wide range of subjects. Some pupils can lose concentration during lessons when the pace of learning falters. During lessons, occasionally, there are missed opportunities for teachers to give pupils extra challenge and teachers’ expectations of what the higher-attaining pupils can achieve are not always aspirational enough.