Evenwood CofE Primary School

Name Evenwood CofE Primary School
Website http://www.evenwood.durham.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 22 October 2014
Address New Road, Evenwood, Bishop Auckland, County Durham, DL14 9QZ
Phone Number 01388832047
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 104 (50% boys 50% girls)
Number of Pupils per Teacher 19.5
Local Authority Durham
Percentage Free School Meals 28.6%
Percentage English is Not First Language 0%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

This school is much smaller than the average-sized primary school. Almost all pupils are White British. The proportion of disadvantaged pupils eligible for support through the pupil premium is well-above average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The proportion of pupils supported at school action is average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. There are breakfast, lunchtime and after-school clubs run by school staff and external coaches. There are five classes: Nursery; Reception and Year 1; Years 1, 2, 3 and 4; Years 3 and 4; Years 5 and 6. The government’s current floor standards do not apply to this school because of its small size. The substantive headteacher has been in post since September 2011. In the last school year, she was on maternity leave. The school was led by the deputy headteacher in post as acting headteacher. The deputy headteacher has subsequently moved to another school. A new deputy headteacher has been appointed to start in school in January 2015. In this school year, the school has two headteachers: the substantive headteacher who is in school three days each week and the deputy headteacher from another local school who is acting headteacher in this school two days each week. The Reception class teacher is currently on maternity leave. The early years provision is led and managed jointly by the headteachers. All teaching staff are new to the school since the last inspection.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement is good. Pupils make good progress. Standards have risen in Year 6. In the early years provision, more children than in the past have a good level of development when they enter Year 1. Teaching is good. There is some outstanding teaching of writing over time. Pupils are encouraged to write regularly in English and other subjects. Pupils’ behaviour is outstanding. They care exceptionally well for one another and say that they feel extremely safe. They take great pride in their work and present it very neatly. The school’s work to keep pupils safe and secure is outstanding. The school offers highly sensitive care and support and provides exceptionally well for pupils’ well-developed spiritual, moral, social and cultural awareness and their understanding of British values. There are strong links with the local community and parents are highly appreciative of the way that the school helps their children to enjoy their learning. The headteachers and the governing body have a very clear understanding of the school’s strengths and relative weaknesses. They have clear systems to check how well the school is doing. The joint leadership of the school has been thoroughly planned and works highly successfully. It is not yet an outstanding school because : Occasionally, work is not sufficiently well planned to meet the needs of all groups of pupils and their progress is slowed. This particularly applies in mathematics and to children in the early years provision. The teaching of phonics (the links between letters and sounds) is not planned well enough to ensure that all groups of children make rapid gains in their reading. There is not enough focus on ensuring that pupils spell accurately. Targets for pupils’ progress in the school’s plan for the future are not rigorous enough to ensure that pupils make outstanding progress. Some subject leaders are still developing their skills. As a result, excellent aspects of teaching and learning that exist in school are not yet fully shared among all staff.