|Name||East Harling Primary School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 October 2016|
|Address||Gallants Lane, East Harling, Norwich, Norfolk, NR16 2NQ|
|Religious Character||Does Not Apply|
|Number of Pupils||241 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.8|
|Percentage Free School Meals||5.6%|
|Percentage English is Not First Language||3.3%|
Information about this school
The school does not meet requirements on the publication of information about governance, the use of the sports premium funding, and contact information on its website. East Harling is broadly similar in size to other schools nationally. There are more girls than boys on roll, though this varies among different year groups. The proportion of pupils eligible for free school meals is below average. Most pupils are White British. A few are from minority ethnic backgrounds and a very small number speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities and the proportion who have a statement of special educational needs or an education, health and care plan are above average. The school met the government’s floor standards for 2015. These are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders have secured key improvements to the quality of education and outcomes since the school’s previous inspection. Standards have risen and pupils are making good progress across most subjects. Pupils develop their writing well both in English and other subjects such as science, history and geography. However, pupils’ spelling is not very good in key stage 2. Good teaching of phonics in the early years and key stage 1 is promoting good reading skills and spelling for these pupils. Much work has been done to improve teaching in mathematics. Teachers are now confident and show good skill in teaching mathematics. They are aware that some pupils are not fully secure in their ability to work with numbers, and are working to close these gaps. Teachers question pupils well and provide them with helpful feedback which helps pupils to improve their work. Pupils are given work at a range of levels to suit their abilities. In most cases, pupils work at a level that challenges them and extends their thinking. However, sometimes work in mathematics is too easy for the most able. Pupils enjoy school and are happy to be here. They get on well with one another. Pupils behave well and their good behaviour makes everyone feel safe. The school takes good care of pupils and ensures they are safe. Children in the early years get a good start to their education. Both in the Nursery and the Reception classes, children have settled in well and are enjoying learning. A wide range of practical activities are particularly well used in the early years to promote children’s mathematical development. Opportunities for establishing early writing skills are less well developed. Governors work in partnership with school leaders to promote high standards. They ask challenging questions to ensure that leaders are working on the right priorities. School leaders are doing the right things to raise standards further – based on good analyses of assessment information and effective checks on teaching and learning. Sometimes, however, they do not communicate their findings well to governors, for example, or on the website. Pupils’ learning benefits from studying a wide range of subjects, including learning to play musical instruments. Trips, visits and after-school activities widen their experiences well. Pupils are prepared well for their next steps in education and a life in modern Britain.