|Name||Cambridge Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 May 2017|
|Address||Cambridge Street, Barrow-in-Furness, Cumbria, LA13 9RP|
|Religious Character||Does Not Apply|
|Number of Pupils||208 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.7|
|Percentage Free School Meals||45.5%|
|Percentage English is Not First Language||1.4%|
Information about this school
The school meets requirements on the publication of specified information on its website. This is an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils eligible for pupil premium funding is over twice the national average and growing. The proportion of pupils who have special educational needs and/or disabilities is also considerably higher than the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Since the last inspection, the previous headteacher has retired. The new headteacher worked alongside the previous incumbent during the last inspection, before taking up her post in March 2015. School opens during the holidays to provide clubs for pupils.
Summary of key findings for parents and pupils
This is a good school Pupils enter school with a spring in their step and a smile on their face because they feel safe and enjoy their learning. One pupil referred to school as ‘an oasis’. Pupils are eager to please and try their hardest in all aspects of school life. They take pride in the school and in the presentation of their work, particularly in mathematics and English. Attendance has improved and is broadly in line with the national average. Very few pupils are regularly absent from school. Strong leadership from the headteacher is setting a clear course towards rapid improvement. Weaknesses are not ignored. Concerted action to improve the early years means that more children are ready for the demands of Year 1 than in recent years. Teachers are well supported in their quest to improve outcomes for pupils. Clear targets for improvement, and a wide range of training opportunities, help teachers to improve their practice. Teachers are relentless in their drive to help pupils succeed as readers, writers and mathematicians. The most able pupils, including the most able disadvantaged, do not yet make the progress that they should. Books show that pupils understand the next steps in their learning. As a result, they make good progress. Trips are linked to the wider curriculum. They inspire pupils and provide the unique experiences that lead to improved writing. Most pupils now make good progress across key stage 1 from their starting points. They achieve closer to the levels expected for their age in phonics, reading, writing and mathematics. Teachers’ and leaders’ assessment of the quality of pupils’ writing is not as reliable as in reading and mathematics. The outdoor play area in the early years does not reflect the high-quality provision for children indoors. Pupils’ understanding of other cultures and religions in Britain is not secure. This means that they are not as well prepared for life in modern Britain as they might be. Not all middle leaders are driving improvements in teaching and learning in their subject areas. Governors do not routinely challenge leaders about pupils’ progress as thoroughly as they might.