|Name||Endeavour Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 May 2016|
|Address||Walker Lane, Hyde, Cheshire, SK14 5PL|
|Religious Character||Does Not Apply|
|Number of Pupils||305 (45% boys 55% girls)|
|Number of Pupils per Teacher||17.6|
|Academy Sponsor||The Enquire Learning Trust|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||54.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
This is a larger-than-average primary school. The majority of pupils are from minority ethnic backgrounds, of which the largest group is Bangladeshi. Pupils are taught in either single-year or mixed-year classes. Over half of the pupils speak English as an additional language. The proportion of pupils known to be eligible for the pupil premium is above average. The pupil premium is additional funding for pupils known to be eligible for free school meals and children looked after by the local authority. The proportion of pupils who have special educational needs or disability is broadly average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. There have been some changes to staffing and governance since the previous inspection. A breakfast club is provided by the school. The school meets requirements for the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Leaders and managers, including governors, have been successful in their drive to raise standards since the previous inspection. Pupils are now making good progress. Their achievement has steadily improved in all subjects. Senior leaders have worked tirelessly and effectively to secure improvements in teaching and learning and to raise expectations across the school. Teaching, learning and assessment are now good. Leaders and managers have addressed the areas for improvement from the last inspection with vigour and they know the school well, as shown in their accurate self-evaluation. Leaders and staff are particularly effective in helping pupils from a wide range of different cultural and ethnic backgrounds to settle into school well and harmoniously; this is an inclusive school. The high-quality displays in classrooms and around the school, together with the effective guidance available to pupils, result in a purposeful environment that encourages learning. The school has strengthened how it supports disadvantaged pupils; consequently, their progress has accelerated. Pupils behave well around school and in lessons; they are keen to learn and show positive attitudes. They often ensure their own work is neat and presented well. Pupils say that school is a safe and friendly place to be. Any minor playground ‘fall outs’ are quickly dealt with by staff. The Nursery and Reception classes form a strong early years department. This well-resourced and well-managed provision ensures that children get off to a good start. They make good progress in readiness for key stage 1. It is not yet an outstanding school because : Pupils do not always know where their strengths lie in subjects and, therefore, which areas of their work they need to concentrate on to improve. They are unclear about their targets for improvement. The effectiveness of teachers’ questioning skills is variable; when less effective, opportunities to deepen pupils’ thinking and understanding are missed.