East Herrington Primary Academy

About East Herrington Primary Academy Browse Features

East Herrington Primary Academy

Name East Herrington Primary Academy
Website http://www.ehpa.co.uk/
Ofsted Inspection Rating Good
Inspection Date 18 November 2014
Address Balmoral Terrace, East Herrington, Sunderland, Tyne and Wear, SR3 3PR
Phone Number 01915634243
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 475 (51% boys 49% girls)
Number of Pupils per Teacher 24.7
Academy Sponsor Balmoral Learning Trust
Local Authority Sunderland
Percentage Free School Meals 12.9%
Percentage English is Not First Language 0.8%
Persisitent Absence 8.6%
Pupils with SEN Support 14.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

East Herrington Primary Academy is a larger than average sized primary school. The proportion of pupils from minority ethnic backgrounds and for whom English is not their first language is below average. The proportion of pupils with special educational needs or with disabilities is average. The proportion of disadvantaged pupils eligible for support through the pupil premium is below average. The pupil premium is additional government funding to support children who are known to be eligible for free school meals and those children who are looked after by the local authority. The school meets the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress. Early years provision is part time. The headteacher is a local leader of education. The school has achieved a number of awards including Investors in People, Rights Respecting Award, Healthy Schools, Schools Games Silver Award and the Professional Development Accredited Lead for the National Centre for Excellence in the Teaching of mathematics

Summary of key findings for parents and pupils

This is a good school. Leaders, including governors, work together effectively to make sure that teaching is at least good so that all pupils achieve well. The senior leadership team, led exceptionally well by the headteacher, is highly ambitious for the school and is determined to raise further the attainment of all pupils. Recent and continuing actions have ensured that achievement is good and quickly improving. Senior and middle leaders carry out their roles very effectively, accurately reviewing the school’s work and planning for the next steps. All adults work together as part of a strong team. The governing body is extremely well informed and knows the school inside out. It effectively holds the school to account, whilst remaining highly supportive. Children in the Nursery and Reception classes make a good start in their reading, writing and understanding of number. They quickly develop skills that allow them to work and play confidently and independently both inside and outside. Pupils’ progress from their starting points is now at least good in every year group, including that of those who are disadvantaged and those with special educational needs or who are disabled. Pupils’ attainment at the end of Year 6 is above average. Teaching is good, which results in pupils learning quickly and enjoying their lessons. Teachers apply their high expectations to all subjects, allowing pupils to use their skills in reading, writing and mathematics in other subjects. The behaviour of pupils is good, and exemplary when they move around school and at playtime. Adults’ expectations of pupils’ attitudes to learning are high, and result in high levels of trust and respect between pupils and towards all adults. Pupils feel very safe, and their attendance is above average. They are usually eager to learn, and are very proud of their academy. It is not yet an outstanding school because : The rates of progress made by pupils over time and their standards of attainment have not yet been consistently high enough across all year groups. Not enough work is set that challenges pupils’ thinking and understanding, requiring them to apply their knowledge and skills. The quality of marking is not yet of a consistently high enough standard across the school. Occasionally, some teaching assistants are not deployed effectively to support learning for the whole lesson.