Collingham Lady Elizabeth Hastings’ Church of England Primary School

About Collingham Lady Elizabeth Hastings’ Church of England Primary School Browse Features

Collingham Lady Elizabeth Hastings’ Church of England Primary School


Name Collingham Lady Elizabeth Hastings’ Church of England Primary School
Website http://www.collinghamschool.com
Ofsted Inspection Rating Good
Inspection Date 23 November 2011
Address Linton Road, Collingham, Wetherby, West Yorkshire, LS22 5BS
Phone Number 01937573117
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 207
Number of Pupils per Teacher 23.8
Local Authority 383
Percentage Free School Meals 2.4%
Percentage English is Not First Language 1%
Pupils with SEN Support 16.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Lady Elizabeth Hastings is an average-sized village primary school. A very large majority of pupils are of White British heritage. All pupils speak English as their first language. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of pupils who have special educational needs and/or disabilities is below average, as is the proportion with a statement of special educational needs. The school has Healthy Schools status and has achieved the Activemark and Sing Up Gold awards. School-managed before- and after-school clubs are available to pupils each day. Since the school was last inspected, there have been a significant number of staff changes, including the appointment of a new deputy headteacher. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is a good school providing its pupils with a well-balanced education in a warm and friendly atmosphere. Outcomes are outstanding because attainment is high and several aspects of pupils’ personal development are outstanding. From starting points that are generally in line with age-related expectations on entry to the Early Years Foundation Stage, pupils achieve extremely well. By the end of Year 6, pupils’ attainment is well above the national average and they have acquired excellent learning skills which prepare them exceptionally well for the future. Pupils’ high attendance reflects their very positive attitudes to school and the enjoyment they derive from the many interesting and stimulating learning experiences the school provides. ‘The school fosters confident and happy children who are not afraid to have a go,’ is a typical parental comment. Expert management and creative development have produced a lively and stimulating curriculum which supports pupils’ learning well. Further developments have been identified to extend pupils’ learning skills but have yet to be implemented. As a result of the good quality teaching they receive, pupils of all ages make good progress. Lessons build carefully on what pupils have learned previously with regular opportunities for them to share and put forward their own ideas. Where teaching is most effective it encourages pupils to work independently and sets challenging problems that pupils enjoy grappling with. As a result, pupils make very rapid progress in their learning. In the majority of lessons the skills and expertise of teaching assistants are utilised well. However, there are occasions when they do not have a clear enough role to play. Leaders and managers at all levels, including the governing body, provide the school with a sharp focus on improvement. They evaluate the school’s effectiveness accurately and use the outcomes to produce well-constructed plans for further development. Team work is strong in the pursuit of improvement. Pupils are cared for well and kept safe and secure. However, administrative checks in relation to safeguarding are not always recorded meticulously enough. Under the clearly focused and determined leadership of the headteacher, the school has improved significantly since it was last inspected because the areas for improvement identified in the previous inspection report have been tackled rigorously. As a result, the quality of teaching has improved in quality and consistency, the progress made by pupils with special educational needs and/or disabilities is much more closely monitored and the effectiveness of the Early Years Foundation Stage is now good. These factors demonstrate the school’s good capacity for further improvement.