|Name||Gillas Lane Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 December 2013|
|Address||Seaton Avenue, Houghton le Spring, Tyne and Wear, DH5 8EH|
|Religious Character||Does Not Apply|
|Number of Pupils||142 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.1|
|Academy Sponsor||Aim High Academy Trust|
|Percentage Free School Meals||49.2%|
|Percentage English is Not First Language||0.7%|
Information about this school
Gillas Lane is smaller than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium is higher than average. This is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. The large majority of pupils are of White British heritage. The proportion of pupils supported through school action is well above average. The proportion of pupils supported through school action plus or with a statement of special educational needs is above 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. Some pupils are taught in mixed-age classes because of the small size of the school. The school extends it services in that it provides a breakfast club each day. It also works in close collaboration with local schools.
Summary of key findings for parents and pupils
This is a good school. Most children start school with skills that are well below those typically expected for their age. They make good progress and achieve well in the Early Years Foundation Stage. Pupils continue to make good progress across Key Stages 1 and 2 in reading, writing and mathematics to reach average standards by the end of Year 6. This represents good achievement from their individual starting points. Pupils read widely and avidly. The school promotes the enjoyment of reading well. Teaching is good. Questioning is used well in all lessons to develop pupils’ understanding and ensure they make good progress. Pupils feel happy and safe in this very caring and nurturing school. They behave well in lessons and around the school and demonstrate positive attitudes towards their learning. Pupils with special educational needs make good progress owing to high-quality intervention and support. The strong and determined headteacher is well supported by the effective deputy headteacher and experienced governing body. Together they have had a speedy and positive impact on teaching and outcomes for pupils in this improving school. It is not yet an outstanding school because : In some lessons, teachers spend too long explaining what pupils have to do. When this is the case, pupils do not have enough time to practise new skills. Marking does not always tell pupils how to improve their work. Presently, there are too few opportunities for pupils to return to their work and make improvements. Progress is not always as consistently good across the ability range in writing compared to reading and mathematics.