|Name||East Ward Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 January 2011|
|Address||Willow Street, Bury, Lancashire, BL9 7QZ|
|Religious Character||Does Not Apply|
|Number of Pupils||438 (53% boys 47% girls)|
|Number of Pupils per Teacher||16.9|
|Academy Sponsor||Vision Multi Academy Trust|
|Percentage Free School Meals||34.8%|
|Percentage English is Not First Language||39.7%|
Information about the school
East Ward is a larger than average sized primary school. Most pupils are of White British heritage, with about a third from a wide range of minority ethnic backgrounds, mainly Pakistani heritage. The proportion of pupils speaking English as an additional language is high. Higher than average numbers of pupils enter or leave the school at different stages of their education. The proportion of pupils known to be eligible for free school meals is high. The proportion with special educational needs and/or disabilities is above average. There are several mixed-age classes. The school holds an Activemark and has Healthy School status.
This is a good school where pupils from many different backgrounds blend together harmoniously and happily. Outstanding care, guidance and support ensure the school succeeds in its stated aim to provide ’a warm, friendly, inclusive and stimulating environment’. Pupils all agree that staff care about them so they feel very safe, secure and enjoy school. Parents’ and carers’ views are very positive; ’It’s like one big family’ was a typical comment. Achievement is good and attainment is broadly average. Children get a good start and progress well in the Early Years Foundation Stage. Pupils make good progress as they move through the school. In 2010, older pupils made particularly good progress in mathematics and attained significantly above expectations for their age. Actions to raise attainment at Key Stage 1, including more rigorous assessment and focussed activities are proving successful in mathematics and writing but have yet to fully impact in reading. Skilled, well-targeted support and suitably adapted tasks enable pupils with special educational needs and/or disabilities and those in the early stages of learning English as an additional language to progress well in relation to their starting points and capabilities. Pupils’ good behaviour, enthusiastic attitudes and considerate relationships contribute strongly to their learning and enjoyment of school. Good teaching motivates them effectively so they progress well. Pupils say their teachers challenge them and, ’There is always something to do, you never get bored’. Informative assessment and tracking systems give a very clear picture of progress, and fully involve pupils so they know their targets and how to improve their work. The interesting curriculum encourages pupils to ask questions and investigate. For example, what was life for a child in a Victorian workhouse? Pupils enjoyed the African themed project, but their knowledge of communities and lifestyles beyond their home locality is limited. Leaders and managers at all levels share a strong commitment and vision for on-going improvement, seen in well thought out action plans to achieve challenging targets. Staff morale is high. Good practice in using assessment and data and the leadership of the Early Years Foundation Stage has been recognised by the local authority as a model for other schools. Accurate self-evaluation has ensured previous areas for improvement have been rigorously tackled; older pupils articulate ideas confidently, and the curriculum has been redesigned. In addition, teaching is now consistently good and the care, guidance and support of pupils is now a strength. There is good capacity for further improvement. The school gives good value for money.