Clayton Village Primary School

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Clayton Village Primary School

Name Clayton Village Primary School
Ofsted Inspection Rating Good
Inspection Date 08 March 2016
Address John Street, Clayton, Bradford, West Yorkshire, BD14 6AD
Phone Number 01274414115
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 215 (51% boys 49% girls)
Number of Pupils per Teacher 22.4
Local Authority Bradford
Percentage Free School Meals 15.3%
Percentage English is Not First Language 18.1%
Persisitent Absence 11.2%
Pupils with SEN Support 19.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Clayton Village Primary School is an average-sized primary school. The proportion of disadvantaged pupils known to be eligible for support through the pupil premium funding is higher than the national average. The pupil premium is additional funding to support those pupils who are known to be eligible for free school meals and children who are looked after by the local authority. Overall, the proportion of pupils with disability and those who have special educational needs is slightly lower than the national average. The majority of pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is slightly higher than average and the proportion who speak English as an additional language is slightly below 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. There have been significant changes of staff at the school. Most of the teachers and leaders were not in post at the time of the last inspection. The school is receiving support from the local authority and a partnership with Girlington Primary School.

Summary of key findings for parents and pupils

This is a good school The drive and determination of the headteacher are shared by senior and middle leaders and governors. This has resulted in improvements across the school and a climate of ambition to improve further. Pupils say they feel safe and have someone to go to if they are worried. Arrangements for keeping pupils safe are strong and are a priority for staff and governors. Pupils’ behaviour and attitudes to learning are good and this is contributing to their improving progress. They are confident and are not afraid to say what they think. Outcomes are improving, particularly in English. Pupils read with increasing confidence and understanding. Their skills for early reading are secure and they apply these well when they are reading new words. A robust approach to tackling underperformance has led to improvements in teaching, which is now good. Teachers receive training which has improved the quality of learning they provide for pupils. Parents are positive about the improvements at the school and some commented that a sense of community has returned to the school. Some parents expressed concern about the turnover of staff. Children get off to a good start in the Reception Year. They settle well and, by the time they leave, the proportion of children who achieve a good level of development is above the national average. It is not yet an outstanding school because : Standards in mathematics are not as high as they are in English. The school has begun to address this and there are signs of improvement. Although it is accelerating, pupils’ progress in mathematics is not as strong as it is in English. Leaders’ and governors’ checks on the school’s work are not always precise or sharp enough. Although the attendance of pupils has improved, there is further to go to improve the attendance of pupils – particularly those who are disadvantaged. Pupils’ understanding of diversity beyond their local community is not strongly developed. Teachers do not always challenge the most-able pupils to think deeply and reason mathematically. Full report