|Name||Devonshire Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 July 2015|
|Address||Temple Road, Birkenhead, Merseyside, CH42 9JX|
|Religious Character||Does Not Apply|
|Number of Pupils||524 (52% boys 48% girls)|
|Number of Pupils per Teacher||19.7|
|Percentage Free School Meals||21.8%|
|Percentage English is Not First Language||5%|
Information about this school
The school is larger than the average-sized primary school. The proportion of disadvantaged pupils, those eligible for support through the pupil premium, is above the national average. The pupil premium is additional funding the school receives for those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. Very few pupils are from minority ethnic groups or speak English as an additional language. Children attend the Nursery provision on a part-time basis and then move to attend full time in the Reception classes. The school has three learning resource bases. Pupils in the speech and language unit remain with the school for two years before returning to their main school. There are 10 places in this unit and these pupils do not have a statement of special educational needs. There are 16 pupils in the two social and communication bases. One base caters for pupils in Key Stage 1 and the other for pupils in Key Stage 2. All these pupils have a statement of special educational needs. The proportion of disabled pupils and those who have special educational needs is above average. There have been several changes in staff since the previous inspection. During the inspection, some staff were on temporary contracts covering staff absences. The school meets the government’s current floor standard which is the minimum expectation for pupils’ progress and attainment in English and mathematics by the end of Year 6. The school collaborates closely with three other local schools. The headteacher is a school improvement associate supporting other schools in developing tracking and assessment. At the time of the inspection, Year 6 pupils were absent for a day visiting the secondary schools they will attend next term.
Summary of key findings for parents and pupils
This is a good school. The welfare of the pupils is at the heart of all decisions made in the school. As a result, this is a very happy community which is valued by pupils, parents and the wider community. The headteacher and deputy headteacher combine their skills most effectively. They provide excellent support for staff and lead by example. Teamwork is strong and governors, leaders and staff work together to ensure teaching and achievement improve. Achievement is good. From starting school with skills below those expected for their age, pupils make good progress and leave Year 6 at the level expected for their age. An increasing number exceed this level, especially in mathematics. The focus on extending pupils’ confidence and instilling a desire to learn and improve is evident in the daily life of the school. A whole bounty of activities are on offer after school. These capture pupils’ interests, introduce them to new ideas and raise their aspirations for the future. Pupils’ behaviour is good and, for older pupils, often exemplary. They understand the importance of helping others and this contributes to them feeling safe in school. The support provided for pupils in the three resource bases for pupils with different barriers to their learning is exceptional. These pupils overcome many difficulties because staff meet their needs with confidence and reassurance. Teaching is effective and overall captures the interest of pupils so that they are eager to be involved. Pupils take part in role play and collaborate in teams, which makes learning enjoyable. Provision in the early years is good. Children make good progress. Attainment has risen over the last two years and many are growing in confidence to try out their skills when they move to Year 1. It is not yet an outstanding school because : Attainment in Key Stage 1 is not rising as fast as at the end of Key Stage 2. The most-able pupils are not always challenged enough to enable more to reach above average levels. Pupils’ attainment in punctuation, spelling and grammar is not as high as in other aspects of writing. Pupils make good progress in mathematics but some pupils lack the skills to recall number facts quickly when solving problems. Marking does not always follow the school’s policy. The school’s plans for improvement are not precise enough and this makes it difficult for leaders and governors to measure success.