|Name||Eaton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 January 2018|
|Address||Duverlin Close, Norwich, Norfolk, NR4 6HS|
|Religious Character||Does Not Apply|
|Number of Pupils||412 (50% boys 50% girls)|
|Number of Pupils per Teacher||21.0|
|Academy Sponsor||Evolution Academy Trust|
|Percentage Free School Meals||9.5%|
|Percentage English is Not First Language||16.7%|
Information about this school
The school is part of the Evolution Academy Trust. This is an above average-sized primary school. The headteacher has been in post since 2015. The proportions of pupils who speak English as an additional language or who are of minority ethnic heritage are below the national averages. The proportion of disadvantaged pupils for whom the school receives additional funding through the pupil premium is below the national average. The proportion of pupils who have SEN and/or disabilities is average. The school meets the current government floor standards.
Summary of key findings for parents and pupils
This is a good school The headteacher’s supportive leadership significantly contributes towards raising standards across the school. He is ambitious for pupils and has successfully created a culture of raising pupils’ achievement that is shared by all staff. The academy trust and School Advisory and Improvement Group (SAIG) provide good support and challenge to leaders. They hold leaders to account for their actions in raising standards. The effective care and support for pupils who have special educational needs (SEN) and/or disabilities enables them to make good progress from their different starting points. Although leaders use assessment information effectively to inform them about pupils’ progress, leaders of English and mathematics are not yet using it precisely enough to hold teachers to account. Leaders for subjects other than English and mathematics are new in their role. Their actions are not yet showing an impact on ensuring consistency of the quality of teaching and learning in subjects such as geography and history. Effective leadership of the early years ensures that children achieve well and are therefore prepared for learning in key stage 1. The focus on improving teaching and learning in reading, writing and mathematics has ensured that most pupils attain in line with national averages at the end of key stages 1 and 2. Disadvantaged pupils are well supported and make good progress in reading, writing and mathematics from their different starting points. The most able pupils achieve well in key stages 1 and 2. As a result, a high proportion of pupils attain at the higher standards in reading, writing and mathematics. Pupils achieve above national expectations in end of key stage grammar and punctuation tests. However, pupils are not given enough opportunities to apply and practise their skills in longer writing tasks There is a consistent approach in the quality of teaching and learning across the school. However, at times, teachers do not move learning on quickly enough to ensure that all pupils make the progress they should. Expectations of pupils in key stage 1 are sometimes not as high as they are in the early years, particularly in writing.