|Name||Boxgrove Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 May 2015|
|Address||Boxgrove Lane, Merrow, Guildford, Surrey, GU1 2TD|
|Religious Character||Does Not Apply|
|Number of Pupils||631 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.4|
|Academy Sponsor||Guildford Education Partnership|
|Percentage Free School Meals||3.5%|
|Percentage English is Not First Language||24.7%|
Information about this school
Boxgrove is an above-average-sized primary school, catering for children from age four to 11, which converted to academy status in 2013. The school is a member of GEP Academies, a multi-academy trust of two primary and one large secondary school, offering each other support and sharing expertise. After a period of instability in leadership, joint headteachers were appointed from the spring term 2015, having acted in this capacity for the previous academic year. In the early years, children are taught in three full-time Reception classes. The proportion of pupils supported by the pupil premium is below average. This is additional funding provided by the government to support pupils who are eligible for school meals and those who are looked after. Three quarters of the pupils come from White British backgrounds. The remainder of the pupils come from a wide range of ethnic groups. One fifth of the pupils speak English as an additional language. The proportion of disabled pupils and those with special needs is average. The school meets the current government floor standards, which set minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Leadership at all levels is of very high quality. Governors, staff and parents praise the ambition of the joint headteachers to achieve the best for all pupils. The outstanding leadership of the joint headteachers and other leaders has made a significant impact in improving pupils’ progress in a relatively short time. Good teaching in English and mathematics ensures that pupils make good progress. Teachers have high expectations; consequently, pupils of all abilities and backgrounds achieve well. Facilities for learning and for other activities are excellent. The range of opportunities for sporting and cultural activities is extensive and large numbers of pupils participate. Achievement is good. From starting points typical for their age, pupils’ attainment has reached national averages by the end of Key Stage 2. Current school progress data indicate that levels of progress are rising rapidly. Parents are fully involved in their children’s education; this is particularly helpful in raising the reading standards of younger children. Pupils’ behaviour is outstanding. From the time children enter the school, they learn to work together and play together harmoniously; they show excellent attitudes to learning. Provision in the early years is outstanding. Expectations are high and pupils respond enthusiastically. Their reading, writing and calculation skills develop rapidly and current school assessments show that they are exceeding national standards in all areas of learning. Governors have managed the transition to a joint headship with sensitivity and vision, ensuring that the improvement in pupils’ achievement has been sustained throughout the period of change. Safety is a high priority and children are well looked after. Care for pupils who have difficulties or problems is of the highest standards. It is not yet an outstanding school because : Although standards of teaching are improving quickly, they are not yet outstanding. Aspects of teaching, including marking, are inconsistent. Achievement is improving rapidly, but this is yet to be reflected in results at the end of Key Stages 1 and 2.