|Name||Elsworth CofE VA Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 October 2013|
|Address||Broad End, Elsworth, Cambridgeshire, CB23 4JD|
|Religious Character||Church of England|
|Number of Pupils||124 (50% boys 50% girls)|
|Number of Pupils per Teacher||20.4|
|Percentage Free School Meals||5.6%|
|Percentage English is Not First Language||7.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This school is smaller than the average-sized primary school. The school is currently organised into five mixed-age classes; two in Key Stage 1, and three in Key Stage 2. Most pupils are White British. The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion supported at school action plus or with a statement of special educational needs is average. An average proportion of pupils join or leave the school partway through their primary education. A below-average proportion of pupils supported by the pupil premium, which is additional funding for children in local authority care, pupils known to be eligible for free school meals and for other groups. The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress. A pre-school class for nursery-age children is located on the school site and is run by other providers. This is subject to a separate inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and reach standards that are above average in English and mathematics by the end of Year 6. Pupils enjoy school very much because their spiritual, moral, social and cultural development is very well promoted. Teaching is good, with examples of outstanding practice. Planned activities are interesting, and stimulate pupils’ keen desire to learn. Pupils’ exemplary behaviour helps them to concentrate well, work cooperatively and make at least good progress in lessons. The headteacher has a deep understanding of how young children learn best. This is successfully translated into a practical, broad range of subjects and experiences. The headteacher, well supported by the deputy headteacher, is a very effective leader who has improved teaching through regular monitoring. She has forged an enthusiastic and happy team of adults, wholly committed to pupils’ progress and well-being. Governors while effectively holding the school to account for its performance, provide thoughtful support to the school in fulfilling its aims of ‘Loving, Trusting, Sharing’. It is not yet an outstanding school because : Marking is not always linked precisely to what pupils are learning. Comments do not link consistently to National Curriculum targets, limiting pupils’ understanding of what they need to do to move their learning on. Pupils’ presentation and handwriting skills are variable and written work is not recorded as accurately as it could be. Not all school leaders are fully involved in school-wide tracking of pupils’ progress to help ensure that all do as well as they possibly can.