|Name||Bridport, St Mary’s Church of England Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||26 September 2013|
|Address||Skilling Hill Road, Bridport, Dorset, DT6 5LA|
|Religious Character||Church of England|
|Number of Pupils||191 (48% boys 52% girls)|
|Number of Pupils per Teacher||27.3|
|Academy Sponsor||The Minerva Learning Trust (Dorset)|
|Percentage Free School Meals||23%|
|Percentage English is Not First Language||4.7%|
|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
This is a smaller-than-average school, with one class in each year group. The headteacher took up her post in January 2012. There have been several changes of staff for this academic year. Almost all pupils are White British. A very few other pupils come from a range of different backgrounds. A small number of pupils speak English as an additional language. The proportion of disabled pupils and those with special educational needs is above average. The proportion of pupils supported at school action is above average; the proportion supported at school action plus or with a statement of special educational needs is high. The proportion of pupils who are eligible for the pupil premium is above average. This funding is made available by the government to help pupils catch up with other pupils in the school. This includes pupils who are known to have been eligible for free school meals, children looked after by the local authority, and children of parents in the services. Some of the pupils eligible for this support also have other, complex social needs. The school runs a breakfast club and an after-school club. The school meets the floor standards, the minimum expectations for the attainment and progress of pupils in English and mathematics, set by the government. There is a children’s centre located on the school site, run by the local authority. This is subject to separate inspection arrangements. The local authority has reduced the level of support it provides for the school. The headteacher and other senior leaders are used by the local authority to support other school leaders in bringing about improvements, particularly in supporting disabled pupils and those with special educational needs.
Summary of key findings for parents and pupils
This is a good school. Teachers know the pupils very well, and use this, together with their excellent knowledge of the subjects they teach, to plan lessons which challenge pupils. Teaching is consistently good and occasionally outstanding. Attainment is slightly above average. From their starting points, all groups of pupils make good progress, especially in reading and mathematics. Many of the disabled pupils and those with special educational needs make even better progress, because they are very well supported. The strong emphasis on the school’s values and plenty of opportunities to sort out any worries mean pupils feel valued and very safe. Pupils behave well and are keen to learn. A very few pupils face very challenging circumstances in their lives, and are well supported so that they can cope with this, and be ready for learning. Since taking up her post in January 2012, the headteacher has tackled all the key issues facing the school and developed a strong leadership team. Together they have developed a strong vision for improving teaching and learning. Governors provide good levels of challenge to the school and check the school’s views about performance when they visit the school. They make sure that all requirements for keeping pupils safe are met. It is not yet an outstanding school because : While it is improving, progress in writing is not as consistent as it is in reading and mathematics, and consequently pupils do not always reach standards which are quite as high. Occasionally, the most able pupils are given work which is not hard enough for them, or do not have enough chances to decide for themselves what they should do next.