|Name||Debden Church of England Voluntary Controlled Primary School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||13 May 2015|
|Address||High Street, Debden, Saffron Walden, Essex, CB11 3LE|
|Religious Character||Church of England|
|Number of Pupils||123|
Information about this school
This school is smaller than the average primary school. Since the last inspection, there have been a number of staff changes. A new deputy headteacher took up her post in January, one teacher left the school and the Early Years Foundation Stage leaders are currently not in school. Pupils are mostly of White British heritage. Children join the Early Years Foundation Stage in the September before their fifth birthday. The proportion of pupils supported by the pupil premium, which is additional government funding for those eligible for free school meals and those who are looked after and service children’s families, is above average. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of pupils who are from minority ethnic groups is below average as is that of pupils who speak English as an additional language. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school has more pupils leaving and joining the school at different times of the year than average.
Summary of key findings for parents and pupils
This is a school that has serious weaknesses. There is no immediate risk to pupils, but the headteacher and governors have failed in their duty to implement safeguarding procedures rigorously. There are serious shortcomings in how information is recorded. The headteacher has been too slow in driving improvement since the last inspection. As a result, after three years, teachers are just beginning to make the required changes. Pupils are not making good progress in writing across the school. Senior leaders have not been effective in checking that teachers understand how good progress in pupils’ writing is measured. Teaching requires improvement because targets for teachers and pupils are not sufficiently challenging, expectations are too low and progress is held back. Senior leaders do not have rigorous oversight of the Early Years Foundation Stage. Assessment is not accurate and, as a result, the Early Years Foundation Stage requires improvement. Self-evaluation is not accurate because school leaders have an over-optimistic view of how well the school is doing. Targets in the school improvement plan are not precise or sufficiently focused on raising pupils’ achievement. Subject leaders and the new deputy headteacher are very keen to do a good job but are not given sufficient time to carry out their duties effectively. The local authority has not given enough support to the school because they have not accurately evaluated its effectiveness. The school has the following strengths Pupils love coming to school. They are highly committed to the school and want to do well. As a result, attendance is high, persistent absence is very low and pupils are rarely late for school. The school promotes personal values exceptionally well. Pupils’ behaviour in class and around the school is good. They have a high regard for each other and for all the adults they work with. The Chair of the Governing Body is beginning to make sure that governors understand their role and give a good level of challenge to senior leaders. As a result pupils achieve well in Key Stage 1 and in reading and mathematics in Key Stage 2. The school has the capacity to make further improvements because senior leaders and governors have taken effective, although not rapid enough, action to address the issues from the last inspection.