Egerton Primary School

Name Egerton Primary School
Ofsted Inspection Rating Good
Inspection Date 03 June 2015
Address Bexton Road, Knutsford, Cheshire, WA16 0EE
Phone Number 01625383257
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 224 (47% boys 53% girls)
Number of Pupils per Teacher 0.0
Academy Sponsor Knutsford Multi Academy Trust
Local Authority Cheshire East
Percentage Free School Meals 4.5%
Percentage English is Not First Language 3.1%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

The school is smaller than the average-sized primary school. The proportion of disadvantaged pupils, those supported by the pupil premium, is below average. The pupil premium is additional government funding to provide support for pupils known to be eligible for free school meals and for those looked after by the local authority. The proportion of disabled pupils and those with special educational needs is below average. Most pupils are of White British heritage. Children attend the Reception class on a full-time basis. The school met the government’s current floor standards in 2014, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. There have been a number of leadership and staff changes since the last inspection. Over half the staff are new to the school within the last two years. The school was without a deputy headteacher from September 2014 and the substantive headteacher was absent from the school during the second half of the 2014 Autumn term. To cover the absence of the headteacher the local authority drafted in an interim leader. The current deputy headteacher started in April 2015. A number of new governors have joined the governing body within the last two years.

Summary of key findings for parents and pupils

This is a good school. The headteacher, senior leaders and governors have tackled weaknesses in teaching and rapidly improved pupils’ achievement in Key Stage 2. Attainment in reading and mathematics is now above the national average and writing is in line. Leaders have continued to sustain the significantly high standards in Key Stage 1. The school is well placed to build on this success and improve further. Senior leaders and governors have invested in good quality staff training. This has resulted in improvements to teaching and learning in reading, writing and mathematics. Leaders have an accurate view of pupils’ progress throughout the school because of their effective checking and monitoring procedures. They make sure that additional and timely support is provided for any pupil identified as falling behind. Provision in the early years is good because it is organised and managed well. Children thrive in this caring provision, happily learning and exploring in a richly resourced and stimulating environment. They are well prepared for Year 1. Attendance has improved and is now above the national average. Pupils attend regularly. The outstanding behaviour of pupils makes a major contribution to the good climate for learning that exists at the school. Pupils feel safe and secure and have excellent attitudes to learning. This is because : of the mutual respect and good relationships they share with each other and all adults. The curriculum is broad and balanced and provides pupils with experiences which promote their spiritual, moral, social and cultural development well. Pupils understand and respect those from different family units, faiths and cultures. They are well prepared for life in modern Britain. Governors have a good understanding of the strengths and areas for development of the school. They provide very effective support and challenge, and are ambitious for further improvement. It is not yet an outstanding school because : Some pupils who are capable of reaching above and well above national expectations are not always challenged sufficiently in the classroom to ensure that they reach the standards of which they are capable. Pupils’ achievement is not as strong in writing as it is in reading and mathematics.