|Name||Eastrington Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 April 2011|
|Address||Portington Road, Eastrington, Goole, DN14 7QE|
|Religious Character||Does Not Apply|
|Number of Pupils||112 (54% boys 46% girls)|
|Number of Pupils per Teacher||21.1|
|Percentage Free School Meals||2.9%|
|Percentage English is Not First Language||0.9%|
Information about the school
Eastrington is smaller than other primary schools which serves the local village community. All pupils are of White British heritage. The proportion of pupils known to be eligible for free school meals is low and the proportion of those identified with special educational needs and/or disabilities is below average. Since the previous inspection, the school has introduced hot lunches and now provides an early morning ’Fit for Fun’ club, where pupils can exercise. The school holds a number of awards including, Artsmark Gold, the Activemark and the Intermediate International School award.
Eastrington is a good school. The strong and purposeful leadership of the headteacher, has ensured that all leaders share the same vision for the school and are driving improvements forward, based on effective monitoring of teaching and learning. This has led to outstanding achievement in mathematics, an outstanding Early Years Foundation Stage where children make at least good and sometimes outstanding progress, and outstanding care, guidance and support, which has led to pupils’ excellent behaviour. The exceptionally strong partnership with parents and carers is reflected in the high rate of their questionnaire returns and their mainly very positive views. One parent, typically said, ’The school has been a bolt hole for my child during a difficult time and we have had nothing but support and love from the school.’ Another said, ’The school has pushed my daughter’s learning forward and we are thrilled with the fantastic progress she is making.’ Attainment is steadily rising and pupils’ achievement is good. From their starting points children make good progress in the Reception Year and continue to make good progress throughout the school. As a result, attainment by the end of Year 2 has risen since 2010 and is now above average in all subjects, with no difference in the performance of boys and girls. By the end of Year 6, pupils make at least good progress and sometimes exceptional progress, to reach above average attainment in English and high attainment in mathematics. This is achieved through good and sometimes outstanding teaching and the good use of assessment information, particularly in mathematics. Occasionally, a few pupils are not always given sufficient feedback in lessons, especially in English, on how well they are doing. The quality of marking is better in mathematics than it is in English because pupils have a much clearer idea of how well they are performing against their targets, whereas their written work in English, this is not always the case. Teachers effectively ensure that work is matched to different levels of ability, enabling all pupils, including the more able and those with special educational needs and/or disabilities, to make equally good progress. All pupils are safe in school, because of a high level of supervision and strong pastoral care. However, despite these good features, the promotion of safeguarding is satisfactory overall because the school’s documentation is not always maintained in a way that reflects recommended good practice. Strong sports partnerships have resulted in pupils staying extremely healthy, through rigorous exercise and their very sensible diet. A new initiative to improve pupils’ performance in writing in English, has not been extended to other subjects. The school has an accurate view of its strengths and areas for development and good leadership at all levels has ensured that this information is used to drive improvements forward. This has led to a steady rise in pupils’ attainment and other good improvements since the last inspection. The governing body closely checks the work of the school and holds it to account for its actions. As a result, the school has good capacity for sustained improvement.