|Name||Elmstead Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 September 2019|
|Address||Elmcroft, Holly Way, Elmstead Market, COLCHESTER, Essex, CO7 7YQ|
|Number of Pupils||216 (50% boys 50% girls)|
|Number of Pupils per Teacher||23.1|
|Percentage Free School Meals||4.6%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||8.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Elmstead Primary School continues to be a good school.
What is it like to attend this school?
Pupils told me that they enjoy their learning in lots of different subjects, most of which are planned and taught well. This means that pupils are ready to start secondary school when they leave the school.
Pupils respond well to teachers’ high expectations of learning and behaviour. They follow teachers’ directions quickly and work sensibly in lessons. Little learning time is lost. Pupils learn to respect others’ opinions. They are confident to share their ideas in discussions. Lunchtimes are friendly occasions. Pupils said that what I saw is typical of any day at their school. Bullying and acts of unkindness are rare. Teachers sort out problems quickly, so pupils feel happy and safe.
Many pupils take part in after-school activities. However, they would like the school to offer more clubs. Pupils like the various trips and visits that take place. Pupils talked enthusiastically about the whole school going to see a pantomime. School leaders seek and act upon pupils’ suggestions. For example, leaders bought more playground equipment when pupils asked for it.
Leaders know what still needs to improve. Spanish is not taught consistently well. Also, some parents would like more information about how well their child is learning.
What does the school do well and what does it need to do better?
Leaders have thought carefully about the knowledge and skills that pupils should learn in each subject. Curriculum plans lay out in a logical order what pupils should learn. This helps pupils build on what they know already. Pupils’ work is of a good and improving quality.
Teachers break learning down into smaller steps. Pupils get the chance to revisit and build on what they have learned before. This helps them achieve well in a range of subjects. In Spanish, this helps pupils use phrases correctly when speaking and in written work.However, teachers’ lack of subject knowledge means that they do not correct pupils’ pronunciation.
Over their time in school, pupils become more fluent, confident readers. They gain a good understanding of what they read. This leads to pupils achieving well by the end of Year 6. Staff know how to help weaker readers. Adults focus precisely on what pupils need to improve. Pupils say that the books teachers read to them in class are interesting and leave them wanting more. Pupils told me how teachers encourage them to read at home too.
Mathematics teaching is effective. Pupils learn and remember important mathematical knowledge. Teachers make good use of resources. This helps pupils understand important ideas like place value and fractions. Pupils’ work is of a good quality.
Leaders make sure that teachers and learning support assistants (LSAs) have the skills needed to teach effectively across the curriculum. Staff speak highly of the support they receive and how it improves their teaching. Except for Spanish, teachers’ subject knowledge is strong.
Teachers regularly check pupils’ understanding in lessons. They ensure that pupils move on to new learning at the right pace. Teachers find the school’s chosen approach to assessment is manageable. Teachers’ use of assessment in Spanish and computing is underdeveloped. Leaders and teachers cannot yet check on what pupils know and can do in these subjects as well as they can in others.
Teachers and LSAs know the barriers to pupils’ learning. Adults adapt activities so that they remain appropriately challenging for pupils with special educational needs and/or disabilities (SEND). This helps most pupils with SEND to access the curriculum well.
Teachers provide many opportunities for pupils to share and reflect on their views. Pupils regularly take part in class discussions, including discussing what is in the news. A range of clubs and trips provide opportunities for pupils to widen their interests, including pupils who are from disadvantaged backgrounds. Leaders are looking at how they can extend the range of activities offered. Leaders make sure that pupils who need support for their attendance, behaviour or social and emotional development get it.
Staff, leaders and governors work effectively as a team. They share high ambitions for the school and its pupils. They make good use of work with partner schools to improve the quality of education provided in the school.
Most parents say that they are well informed about the school’s work. Some would like more information about their child’s progress.
Children make a good start to learning in Reception. They develop the knowledge, skills and attitudes needed for learning in Year 1. Mathematics and reading are taught very well. Adults plan activities thoughtfully to support children’ s learning and progress. Established routines help children quickly develop positive relationships and good behaviour.
The arrangements for safeguarding are effective.
Leaders give safeguarding the highest priority. Staff know how to spot when pupils may be at risk of harm and how to report concerns. Leaders act decisively when staff pass on concerns. Leaders involve outside agencies quickly when necessary. Leaders follow up referrals to ensure that pupils get the help that they need. Governors are rigorous in checking that pupils are safe.
Pupils learn to keep safe in PSHE lessons, computing lessons and assemblies. Organisations like the fire brigade and NSPCC contribute to assemblies. Pupils know how to stay safe online. Regular newsletters keep parents up to date about e-safety.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have ensured that training and professional development opportunities secure a good quality of education overall. Teachers have good subject knowledge in most subjects. Although teachers plan effectively to support pupils’ learning of vocabulary and grammar in Spanish, they do not consistently model correct pronunciation. Leaders should provide further training so that all teachers can better support pupils in speaking Spanish correctly. . Teachers use formative assessment well across the curriculum. In reading and mathematics, teachers use summative assessment effectively to periodically measure pupils’ achievement. This is not overly demanding on teachers’ time. In Spanish and computing, leaders have not ensured that teachers are using assessment as effectively. Leaders should ensure that assessment underpins the computing and Spanish curriculum more effectively and supports teachers’ planning. It should not add to teachers’ workload. . Leaders should ensure that they review the information they provide to parents so that all parents feel well informed about their child’s learning and progress.Background
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the first section 8 inspection since we judged Elmstead Primary School to be goodon 19 and 20 November 2014.