Bomere Heath CofE Primary School

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Bomere Heath CofE Primary School


Name Bomere Heath CofE Primary School
Website http://bomereheathschool.org.uk
Ofsted Inspection Rating Good
Inspection Date 26 April 2012
Address The Crescent, Bomere Heath, Shrewsbury, Shropshire, SY4 3PQ
Phone Number 01939290359
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 132 (53% boys 47% girls)
Number of Pupils per Teacher 24.4
Local Authority Shropshire
Percentage Free School Meals 6.8%
Percentage English is Not First Language 0.8%
Persisitent Absence 6.3%
Pupils with SEN Support 19.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

The school is a smaller-than-average primary school. Almost all pupils are of White British heritage and only a very small number of pupils are at the early stages of learning English as an additional language. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils supported by school action plus or with a statement of special educational needs is broadly average. The main areas of additional need include specific learning difficulties, such as speech, language or communication difficulties, behaviour, emotional and social difficulties and physical disability. Pupils’ attainment meets the current government floor standard for primary schools, which set the minimum expectations for their attainment and progress. The school runs an after-school club, which was inspected as part of this inspection. Since the last inspection, the school has undergone significant staffing changes. However, over the last eighteen months, there has been a period of stability. The school has gained the Gold Quality Mark for Special Educational Needs provision and a Design and Technology award.

Key findings

This is a good school. It is not outstanding because there are some inconsistencies in the quality of teaching. In addition, although there are strong and effective systems for tracking pupil progress, target setting is not always used effectively to identify the next steps for pupils’ learning. Achievement is good. By the end of Year 6, attainment in reading, writing and mathematics is above average and pupils’ progress from their starting points is good. These standards have been maintained over the last three years. Teaching is good. Teachers have high expectations of pupils and use a range of strategies to engage and motivate them. In most lessons, work is well matched to the needs of the pupils and expectations for learning are clear. However, in some lessons, intended learning outcomes are not used effectively to ensure tasks are focused and provide appropriate challenge for all pupils. Pupils are very well behaved and courteous. The school is a safe, calm and orderly community where pupils enjoy learning. The school’s use of techniques for managing behaviour is particularly effective in encouraging pupils to take responsibility for their own behaviour. Parents agree that behaviour is good and that their children feel safe. Leaders have a clear vision for the school and high expectations of what every pupil and teacher can achieve. Through robust analysis of performance and accurate tracking information, senior leaders pinpoint any potential underachievement and careful monitoring ensures that interventions are having a positive impact on pupil outcomes. Senior and middle leaders are very clear about their responsibilities and make a good contribution to school improvement. The school’s promotion of spiritual, moral, social and cultural development enables pupils to thrive in a supportive, cohesive learning community.