|Name||Eldwick Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 October 2014|
|Address||Warren Lane, Gilstead, Bingley, West Yorkshire, BD16 3LE|
|Religious Character||Does Not Apply|
|Number of Pupils||521 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||2.4%|
|Percentage English is Not First Language||6.5%|
Information about this school
The school is much larger than the average sized primary school. The proportion of disadvantaged pupils supported by the pupil premium is well below average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority.) Most pupils are White British. Almost all pupils speak English as their first language. The proportion of pupils supported at school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is well below average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics. The school holds the Artsmark Gold award and an Inclusion Quality Mark.
Summary of key findings for parents and pupils
This is a good school. Over time, pupils make good progress from their starting points. They reach standards that are well above average in reading, writing and mathematics by the end of Year 6. Achievement is outstanding in reading because : there is consistently strong teaching in this subject. Pupils enjoy books tremendously and are exceptionally keen readers at home and at school. Teaching is good with some that is outstanding. The work set for pupils is interesting and helps them to learn well. Children in the early years make good progress and are well prepared for their next stage of education. Safety is outstanding. All pupils say they feel safe in school. Parents and staff agree. Behaviour is good. Pupils behave well and lessons flow smoothly. The curriculum provides a wealth of exciting opportunities that broaden pupils’ experiences. It supports the strong development of pupils’ spiritual, moral, social and cultural understanding. Leaders, managers and governors have developed a strong sense of purpose amongst all staff to drive forward sustained improvement. This contributes well to ensuring good teaching and achievement. The headteacher and governors have a good understanding of how well the school is doing and what needs to be done to further improve achievement for pupils. It is not yet an outstanding school because : Not enough pupils make better than expected progress in mathematics and writing. Occasionally, work set for pupils, including homework, does not challenge pupils enough for them to make swift progress. Marking does not consistently provide pupils with clear ways to improve their work. Sometimes pupils are not given enough time to improve their work. Pupils do not have enough opportunities to apply their skills in mathematics in other subjects. Middle leaders do not check the quality of marking and pupils’ response sufficiently well to ensure outstanding achievement. The school’s plans for improvement do not show with enough clarity, how the impact of changes will be judged to have been successful, or when they will be checked.