|Name||Elmbridge Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 March 2018|
|Address||Elmbridge Road, Gloucester, Gloucestershire, GL2 0PE|
|Religious Character||Does Not Apply|
|Number of Pupils||627 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school was formed in April 2016 as a result of the merger of a junior and an infant school. The infant school had been judged to be inadequate in an inspection in 2014. The junior school had been judged to be a good school in its inspection in 2013. The school is larger than an average-sized primary school. The proportion of disadvantaged pupils is below the national average. The majority of pupils are from White British backgrounds. A low, although increasing, proportion of pupils speak English as an additional language. The proportion of pupils supported with a statement of SEN or an education, health and care plan is above the national average. The proportion of pupils who receive special educational needs support is also above the national average. The school meets the government’s current floor standards, which set minimum expectations for the attainment and progress of pupils at the end of key stage 2.
Summary of key findings for parents and pupils
This is a good school Leaders place pupils’ personal growth and academic development at the heart of everything they do. Their high emphasis on pupils’ physical and emotional well-being ensures pupils’ readiness to learn. The headteacher leads with determination and has inspired the school team. Consequently, all staff share his drive to ensure that pupils are highly motivated and engaged in their learning. The senior team have an accurate picture of the school’s strengths and weaknesses. They are effective in checking their actions to secure improvement. Talented middle leaders carry out their work exceptionally well. They have strong subject knowledge and a clear understanding of how to enable support colleagues to improve. Teachers have a good knowledge of their subjects. Leaders make sure pupils are safe and well cared for. Pupils’ conduct is good. They treat each with respect and interact together well. Leaders’ recent actions have been successful in pupils developing a love of reading, particularly in key stage 2. However, weaker readers in key stage 1 do not receive effective enough help to make rapid progress. Teachers make effective use of their assessments to plan children’s next steps. As a result, children make good progress in the early years. Not enough teachers set high expectations for how pupils present their work. Consequently, pupils do not consistently present their work with enough care and attention. Planned activities designed to extend pupils’ cultural development and understanding are effective. Teaching provides effective challenge for the most able pupils in mathematics. Consequently, they are well equipped to achieve at the higher standards of the national curriculum by the end of key stage 2. However, overall too few pupils reach the higher standards. Too few pupils achieve the higher standards in writing. The quality of writing that pupils produce in their science, history and geography work is not as high as in their English lessons. Overall attendance has improved to be in line with the national average. However, the attendance of disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities is still too low.