Egloskerry Primary School


Name Egloskerry Primary School
Ofsted Inspection Rating Good
Inspection Date 07 February 2012
Address Egloskerry, Launceston, Cornwall, PL15 8RT
Phone Number 01566785372
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 100 (50% boys 50% girls)
Number of Pupils per Teacher 15.2
Academy Sponsor Launceston College
Percentage Free School Meals 11%
Percentage English is Not First Language 1%

Information about the school

This school is much smaller than the average primary school. The proportion of pupils known to be eligible for free school meals is below average. Most pupils attending the school are of White British heritage and there are very few pupils who speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is below average, but is higher than this in some year groups. The proportion of pupils joining or leaving the school at other than the normal times is above average. Children in the Early Years Foundation Stage are taught in a mixed Reception and Year 1 class. Other classes include a single Year 2 class and two other classes each covering two year groups. The school meets the government’s current floor targets for academic performance. The school’s International School and Eco Awards have recently been re-accredited. A privately run childcare facility operates on the school site; as it is managed independently, it was not part of this inspection.

Key findings

Egloskerry is a good school. Led by a skilled headteacher, the school continues to improve as a result of an effective staff team focusing well on pupils’ differing needs. Pupils’ achievement is good. Attainment is above average by the end of Year 6. It has risen since the previous inspection, especially in speaking and listening. Attainment in reading is also above average at the end of Years 2 and 6. Although pupils’ writing is full of high-quality expression, at times, the good quality of writing is clouded by underdeveloped handwriting and presentation skills. Similarly, whilst progress in mathematics is improving, a few pupils find mathematics hard because basic numeracy skills are not fully developed. Children in Reception make good progress, develop self-confidence and work together particularly well. These qualities are nurtured by excellent safeguarding of pupils’ welfare and promote good progress in all classes. Teaching is good with some outstanding practice in Years 5 and 6. Typically, teachers modify their lessons to ensure that pupils are challenged at the right level. Teachers give pupils good oral feedback about their work, but written marking of mathematics does not always provide enough information about how to improve. Almost all pupils and parents feel that children are kept very safe. This view matches inspection findings, which also identified very supportive relationships and a stimulating curriculum that strongly promotes pupils’ spiritual, moral, social and cultural development. As a result, pupils’ exemplary behaviour underpins successful learning. Early identification and tackling of pupils’ differing needs, especially in Reception, have widened and increased pupils’ skills since the previous inspection. The pupils’ excellent vocabulary and speaking skills, for example, enhance their writing. With continuing good team leadership between the headteacher, staff and the governing body, these outcomes show a good capacity for further improvement.