|Name||Enstone Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 June 2013|
|Address||Oxford Road, Enstone, Chipping Norton, Oxfordshire, OX7 4LP|
|Religious Character||Does Not Apply|
|Number of Pupils||97 (47% boys 53% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||3.1%|
|Percentage English is Not First Language||9.3%|
Information about this school
Enstone Primary is smaller than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs supported through school action is well below average, although the proportion supported through school action plus or through a statement of special educational needs is above average. The majority of these have specific learning difficulties. Most pupils are of White British heritage and relatively few are from minority ethnic groups. The proportion of pupils supported by the pupil premium, which is extra government funding for particular groups, including pupils known to be eligible for free school meals, looked after children and pupils from service families, is well below the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics at the end of Year 6. Enstone Pre-school runs on the school site. This is not managed by the governing body and is subject to separate inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress and achieve well in English and mathematics. Their achievement in reading is a particular strength. The quality of teaching is good because : lessons are planned to meet the learning needs of all pupils. The focus on phonics (the sounds letters make) and writing has ensured that pupils have made good progress this year. Pupils behave well, feel safe and have positive attitudes towards their learning. Pupils have a wide range of experiences in many subjects that enhance their learning. All pupils, especially those for whom circumstances could make them vulnerable, are cared for and supported well. Senior leaders and managers lead a strong drive for improvement and have high aspirations for pupils. Consequently, the school has maintained many of the strengths from the previous inspection. The governing body has a clear understanding of the school and monitors the key areas for development well. Relationships with parents and carers are strong. It is not yet an outstanding school because : Progress in mathematics, although now much improved, is not as strong as in English. There are not enough opportunities for pupils to practise problem solving skills in other subjects. Teachers do not check frequently enough in lessons that pupils are making rapid progress. Pupils do not have enough opportunities to assess their own targets or respond to teachers’ marking. While senior leaders carefully check pupils’ current progress, they do not check that pupils make at least good progress from their starting points. Not all senior leaders are involved in checking the quality of teaching. Those that are do not always focus well enough on the progress of groups of pupils in lessons.