|Name||Collaton St Mary 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||04 November 2014|
|Address||Blagdon Road, Paignton, Devon, TQ3 3YA|
|Religious Character||Church of England|
|Number of Pupils||214 (52% boys 48% girls)|
|Number of Pupils per Teacher||25.1|
|Academy Sponsor||The Academy For Character And Excellence|
|Percentage Free School Meals||10.8%|
|Percentage English is Not First Language||0.5%|
|Pupils with SEN Support||11.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals or children in the care of the local authority) is below the national average. Almost all pupils are from White British backgrounds. Very few pupils speak English as an additional language. The proportion of pupils who are disabled or have special educational needs is below the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is lower than in other schools. The school met the government’s current floor standards, which are the minimum standards set for pupils’ attainment and progress by the end of Year 6. The school staff work with other local schools in the area as part of the Torbay Teaching School Alliance and the Primary Excellence Teaching School. Early years provision in the Reception class is full-time. The headteacher was permanently appointed in June 2013, after a period of temporary leadership.
Summary of key findings for parents and pupils
This is a good school. The headteacher is resolute in her drive for excellence. Along with other leaders, she has a clear vision and equally high ambitions for raising the achievement of all pupils. Consequently, the school has improved since the last inspection. Pupils achieve well and, at the end of each year group, reach above-average standards in reading and writing. Disabled pupils and those who have special educational needs make good progress and achieve as well as other pupils. Additional support is quickly identified and well matched to individual needs. Teaching across the school is good. Strong features include teachers’ extensive subject knowledge and probing questioning. Christian values permeate the life of the school. Compassion and teamwork are evident in daily routines and contribute well to pupils’ social, moral and spiritual development. Pupils behave well. There is a calm and purposeful atmosphere in classes. Pupils say they feel safe in school because of the high levels of care, guidance and support shown by adults. Regular checks on the quality of teaching and pupils’ achievement ensure that leaders and governors have a detailed knowledge of the impact of their actions to drive improvement. Governors provide good support and offer frequent challenge to help the school improve. Children in the Early Years Foundation Stage get off to a good start because adults have a thorough knowledge of children’s emerging needs. Attendance is above average and the school has robust procedures to deal with any absence. A very large majority of parents agree that this is a good school and would recommend it to others. It is not yet an outstanding school because : Pupils’ achievement in mathematics at the end of Year 6 is not as strong as reading and writing. Pupils are given too few opportunities to use their mathematical skills when problem solving. There is not enough outstanding teaching to ensure that all groups of pupils make better than expected progress, especially the middle-attaining pupils in mathematics. Not all teachers implement the school’s agreed marking policy in mathematics with the same vigour. Pupils are not provided with regular opportunities to learn about different cultures in modern Britain.