|Name||Glenaire Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||04 July 2017|
|Address||Thompson Lane, Baildon, Shipley, West Yorkshire, BD17 7LY|
|Religious Character||Does Not Apply|
|Number of Pupils||204 (52% boys 48% girls)|
|Number of Pupils per Teacher||17.6|
|Percentage Free School Meals||27.2%|
|Percentage English is Not First Language||2%|
Information about this school
The school is a smaller than average-sized primary school. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is well below the national average. The proportion of pupils known to be eligible for the pupil premium is well above average. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils with an education, health and care plan is average. The early years consists of a part-time Nursery and a Reception class. The school met the government’s floor standards in 2016, which are the minimum expectation for pupils’ attainment and progress in English and mathematics. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a school that requires improvement Teaching over time has not been good enough for pupils in all classes to make strong progress. Many pupils in key stage 2 are underperforming and not working at standards that are typical for their age. Until recently, governors have not sufficiently challenged leaders to improve standards across school. Disadvantaged pupils do not make strong progress over their time in school. Gains made in their progress across key stage 1 are lost as they move through key stage 2. Pupils’ attendance is consistently below the national average. Although pupils’ behaviour has shown recent improvement, a number of pupils can be disengaged or disruptive in class and around school. The most able pupils in key stage 2 are not always supported well to make strong progress in their learning. Very few pupils in lower key stage 2 are working at higher levels. Children in the early years get a welcoming and happy start to school, but systems to check their progress are not refined enough to help adults support them in making the best progress they can. The opportunities for learning in the early years outdoor environment do not match the purposeful activities taking place indoors. The teaching of phonics is not accurate or systematic enough to support pupils in improving their reading and writing skills. Very recently appointed middle leaders have not had sufficient time to have a positive impact on teaching and learning outcomes across the curriculum. The school has the following strengths The new headteacher has brought rigour, focus and ambition to school improvement. She has rallied a team who are equally committed to her high standards and vision for the school. This is an improving school. An ambitious, precise strategic plan for improvement is in place. The careful attention to identifying and understanding the complex needs of some pupils has created a more inclusive and successful environment for all. The local authority continues to have an accurate view of the school. A recent strong partnership with the school’s leaders has strengthened the local authority’s impact on improvement.