|Name||Corton Church of England Voluntary Aided Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 July 2012|
|Address||The Street, Corton, Lowestoft, Suffolk, NR32 5HW|
|Religious Character||Church of England|
|Number of Pupils||113 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||9.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Corton is a primary school that is smaller than average. It has increased in size since its last inspection as pupils now remain in the school until the end of Year 6. As this is the first year the school has had Year 6 pupils, the school has not yet been able to demonstrate whether it meets the current floor standards, which are minimum levels set by the government for pupils’ attainment and progress. Improvements have been made to the school buildings to accommodate the rise in numbers. Pupils are taught in four mixed-age classes. Almost all pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils supported by school action plus or with a statement of special educational needs is similar to the national average. The school provides additional after-school care, the Corton Kidz Club, for up to 16 children. The gold award for an outstanding travel plan was achieved in 2010 and 2011. At the time of the inspection, pupils in Years 5 and 6 were not in school as they were attending a three-day residential visit. The current headteacher is retiring at the end of this academic year.
This is a good school, which provides a very positive climate for learning that caters well for pupils’ all-round personal development. It is an important part of the local community and almost all parents and carers would recommend it. It is not outstanding because of weaknesses in monitoring and evaluation, including by the governing body, and an inconsistent approach to teaching phonics (the sounds that letters represent in words). Pupils achieve well. They make good progress in the Early Years Foundation Stage and in Key Stages 1 and 2. By the time they leave in Year 6, almost all pupils reach or exceed the expected levels of attainment in English and mathematics. Disabled pupils and those with special educational needs make similarly good progress. Most of the teaching is good and occasionally outstanding. Pupils enjoy their learning because teachers provide them with well-planned and stimulating activities. The strong contribution made by support staff helps pupils to learn effectively in all classes. The school makes very good use of the staff’s specialist teaching skills, for example in science and French. Learning is linked well across subjects in thematic topics. Pupils’ behaviour and safety are good. Attitudes to learning are typically good and often outstanding. Teachers’ high expectations for good behaviour and the care and guidance provided for pupils are particularly strong. Attendance has improved this year and is now above average. Leadership and management are good. Teamwork is excellent and all staff contribute towards improvement. Perceptive recruitment, performance management and staff professional development are used effectively to help improve teaching and raise standards. Procedures for safeguarding are robust and meet requirements. The tracking of progress and the formal systems of monitoring, evaluation and improvement planning are inconsistent and require updating.