|Name||Ellingham Voluntary Controlled Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 June 2018|
|Address||Church Road, Ellingham, Bungay, Suffolk, NR35 2PZ|
|Religious Character||Church of England|
|Number of Pupils||101 (56% boys 44% girls)|
|Number of Pupils per Teacher||19.7|
|Percentage Free School Meals||13.9%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This is a much smaller school than is found nationally. Pupils are taught in mixed-aged classes: Reception and Year 1, Years 1 and 2, Years 3 and 4, and Years 5 and 6. The proportion of pupils who have SEN and/or disabilities or are supported by an education, health and care plan is average. The proportion of pupils who are disadvantaged is below the national average. The large majority of pupils at the school are of White British heritage. The school meets the government’s current floor standards for pupils’ achievement, which are the minimum standards expected at the end of Year 6. The school is federated with Woodton Primary School. The schools share the same headteacher, deputy headteacher, governing body and subject leaders.
Summary of key findings for parents and pupils
This is a good school The headteacher and deputy headteacher lead by example. They provide energetic and focused leadership for the school. Staff are very proud to work at the school and support each other well. Members of the governing body know the school well. They are committed to ensuring that pupils receive an aspirational education. They provide the necessary support and challenge to school leaders. The quality of teaching and learning across the school is typically good. Nonetheless, teachers still do not consistently provide pupils with guidance about how to improve their work or the next step in their learning. As a result, not all pupils, especially those who are most able, achieve as well as they could. Sometimes pupils’ attention wanders in key stage 1. Senior leaders have been slow to address the improvement needed in mathematics across the school, and particularly in key stage 1. Middle leaders, many of whom are new, have a good understanding of their roles, but have not yet had time to see the impact of their actions. The provision for pupils who have special educational needs (SEN) and/or disabilities is effective. Pupils receive support that enables them to make good progress academically and socially. The school offers an exciting and innovative curriculum that inspires pupils to learn. Teachers make the most of the school’s considerable outside spaces to provide pupils with experiences that broaden their knowledge and understanding. Pupils’ behaviour in lessons and conduct around the school are good. Pupils are friendly, respectful of each other and are polite and well mannered. Relationships between adults and pupils are warm, nurturing and very effective. Pupils are encouraged to be proud citizens in their local community. Parents are overwhelmingly supportive of the school and its work. Some pupils, however, do not attend school as regularly as they should. The provision for pupils’ spiritual, moral, social and emotional development is strong. Leaders and teachers take every opportunity to reinforce these aspects of the school’s work. Children in early years get off to a flying start. They enjoy a wide range of well-planned, motivating activities that interest and challenge them in different areas of learning. They are well prepared for Year 1.