|Name||Elm Road Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 July 2018|
|Address||Elm Road, Wisbech, Cambridgeshire, PE13 2TB|
|Religious Character||Does Not Apply|
|Number of Pupils||232 (54% boys 46% girls)|
|Number of Pupils per Teacher||20.1|
|Academy Sponsor||The Elliot Foundation Academies Trust|
|Percentage Free School Meals||14.7%|
|Percentage English is Not First Language||38.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Elm Road Primary School joined The Elliot Foundation Academies Trust in November 2015. It has close links with the Nene and Ramnoth School in Wisbech, which is also a member of the trust. The trustees of the trust are responsible for the quality of education provided by the school. The trust also provides expertise in areas such as finance and premises that the school can draw on. The school has a local governing body. The school is smaller than the average-sized primary school, with one class in each year group apart from Year 5, which has two classes. Apart from the principal, all leaders have a full teaching responsibility. The proportion of pupils who speak English as an additional language is well above the national average. Over half of the pupils are White British and more than a third come from other White backgrounds. The proportion of pupils who have SEN and/or disabilities is above average, while an average proportion of pupils have a statement of special educational needs or an education, health and care plan. The proportion of disadvantaged pupils is below average. The school runs a breakfast club. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of key stage 2.
Summary of key findings for parents and pupils
This is a good school Most pupils make good progress from their individual starting points across a range of subjects. The Elliot Foundation Academies Trust has ensured that there is enough capacity in the leadership team to drive improvements at the school. Leaders have an accurate picture of the current position of the school, although development plans sometimes lack detail about how improvements will be achieved. Pupils behave extremely well in lessons and around the school. Relationships between pupils and teachers are very positive. The principal enjoys the full support of the staff, parents and carers, and pupils. The overwhelming majority of parents would recommend the school. Teachers plan activities that interest pupils so that they are keen to learn and enjoy lessons. On occasions, these activities do not fully meet the needs of the most able pupils. Arrangements for keeping pupils safe are well managed and effective. Pupils feel safe and well cared for when they are in school. Children make good progress from their starting points in early years. Phonics outcomes have risen for the past three years. Pupils’ spiritual, moral, social and cultural awareness is very well developed. There is a strong culture of tolerance and respect for others and pupil leaders take their responsibilities very seriously. Disadvantaged pupils are supported well so that they make good progress from their individual starting points. Pupils who have special educational needs (SEN) and/or disabilities receive support well tailored to meet their needs from both their teachers and teaching assistants. Children who join the school speaking little English develop language skills quickly because : of effective support in early years and key stage 1. Results in the end-of-key-stage tests do not yet reflect the improvements in pupils’ attainment and progress. The curriculum provides pupils with many opportunities to develop their understanding and knowledge. Pupils make progress in writing in line with other pupils nationally by the end of key stage 2. However, attainment, especially of boys, is not as strong as in reading and mathematics. This is because of some weaknesses in pupils’ vocabulary, spelling and grammar.