Earith Primary School

Name Earith Primary School
Website www.earith.cambs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 13 July 2016
Address School Road, Earith, Huntingdon, PE28 3QB
Phone Number 01487841868
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 78 (58% boys 42% girls)
Number of Pupils per Teacher 22.0
Academy Sponsor The Active Learning Trust Limited
Local Authority Cambridgeshire
Percentage Free School Meals 12.8%
Percentage English is Not First Language 11.5%
Persisitent Absence 15.5%
Pupils with SEN Support 25.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

Earith Primary School is a much smaller school than most. As a result, pupils are taught in mixed-age classes. There are four classes: a Reception class, a key stage 1 class for pupils in Years 1 and 2, a Year 3 and 4 class, and a Year 5 and 6 class. The school has far more boys than girls compared to schools nationally. This is more evident in some year groups than others. While the majority of pupils are White British, a notable minority, about 18%, are from minority ethnic backgrounds. This is higher than in most schools, and includes a higher than usual proportion of pupils from Gypsy/Roma heritage. Nearly all pupils speak English as their first language. The proportion of pupils who require special educational needs support is above the national average. The proportion who have a statement of special educational needs or an education, health and care plan is well above the proportion nationally. The proportion of pupils who are supported by pupil premium funding (additional government funds to support those who are eligible for free school meals or in the care of the local authority) is below average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Since the previous inspection, the school has had two interim headteachers. The current headteacher is a permanent appointment and took up post at the start of this academic year. Aside from one or two small omissions, which are being addressed, the school meets requirements for the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school Under the headteacher’s outstanding leadership, staff work exceptionally well as a team to bring the best out of pupils. The school has improved rapidly over the past year. Parents are fulsome in their praise of the difference the headteacher has made. Pupils are nurtured well and flourish in the current culture of high expectations. Progress has accelerated and, as a result, pupils are achieving well. In particular, they have made strong progress in writing. Those with special educational needs and/or disabilities have made particularly good progress. This is due to skilful support to meet their needs. Children in the early years make good progress because of the good quality of the provision. Their progress in writing is excellent. Pupils’ attendance has risen quite considerably and is now above national averages. Behaviour has improved markedly. Pupils behave well in lessons and around the school. They are proud of their school and their work. Pupils enjoy school enormously, and feel safe and well cared for. The governing body has developed its role significantly since the previous inspection. It now provides good oversight of the school’s work. Pupils benefit from a good, rounded education that is very well supplemented by after-school activities, especially sports, visits and visitors. The Forest Schools programme is particularly successful in broadening pupils’ learning and personal development. It is not yet an outstanding school because : Some pupils’ written work is being held back by their spelling. Pupils’ reasoning skills in mathematics are not as well developed as other aspects of numeracy. The most able pupils are not always challenged well and some have not achieved their full potential. Pupils do not routinely respond to teachers’ written feedback when work is marked.