|Name||Gentleshaw Primary School Closed|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||03 February 2016|
|Address||Darlings Lane, Gentleshaw, Rugeley, Staffordshire, WS15 4LY|
|Religious Character||Does Not Apply|
|Number of Pupils||140 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.5|
|Percentage Free School Meals||2.2%|
|Percentage English is Not First Language||0%|
Information about this school
Gentleshaw Primary School is smaller than the average-sized primary school. Most pupils are White British. Of the small number who are from minority ethnic groups, very few speak English as an additional language. There are currently no pupils supported by the pupil premium and proportions are usually very small. The proportion of pupils who have special educational needs or disability is below average. The school does not meet the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. There is before- and after-school care on site. This provision is run independently and was not included in this inspection. The headteacher, who took up post in January 2015, was absent during the inspection. The deputy headteacher was also absent. The school is currently being led by an acting headteacher, supported by an associate headteacher.
Summary of key findings for parents and pupils
This is an inadequate school Leaders and managers have been ineffective in resolving issues, including those related to the quality of teaching, pupils’ progress and staffing. Consequently, standards have declined markedly since the last inspection. Teaching is inadequate. Poor teaching over time in Key Stage 2 has resulted in pupils making inadequate progress in a range of subjects, including writing and mathematics. Boys and pupils who have special educational needs or disability make very slow progress in Key Stage 2. The assessment system is not used by staff to plan activities which challenge and support pupils of different abilities. The most-able pupils are rarely stretched. There has been no clear leadership of key areas of the school’s work, such as mathematics and the provision for pupils who have special educational needs or disability. Leaders have not ensured that staff are kept up to date with changes to the National Curriculum or the most recent safeguarding information. Safeguarding is ineffective. The school’s policy is not followed, required checks on the suitability of staff are not recorded correctly, records are disorganised or incomplete, and there have been times when a senior member of staff with designated responsibility for safeguarding has not been on site. Early years provision is inadequate, as safeguarding is ineffective in the school. A few pupils do not attend regularly and some miss school as a result of holidays. Some pupils in Key Stage 2 do not display positive attitudes to learning and they produce substandard work. Communication is poor. Parents, staff and governors are given inconsistent messages about decisions and staffing changes. Governors have not addressed the needs of the school in a strategic manner, so the standard of education has declined. They have also failed to ensure that the school meets its statutory duties. The school has the following strengths The acting headteacher, supported by the associate headteacher, is taking immediate action to begin to address the areas above. Pupils in Reception and Key Stage 1 make better progress than those in Key Stage 2.