|Name||Gorringe Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 November 2017|
|Address||Sandy Lane, Figges Marsh, Mitcham, Surrey, CR4 2YA|
|Religious Character||Does Not Apply|
|Number of Pupils||548 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.3|
|Percentage Free School Meals||15.1%|
|Percentage English is Not First Language||67.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school. The proportion of pupils from ethnic minority groups is well above average. The proportion of pupils who speak English as an additional language is well above average. The proportion of disadvantaged pupils supported by the pupil premium grant is in line with that found nationally. The proportion of those who have SEN and/or disabilities is above schools nationally. Pupils are taught in single-year classes from Year 1 to Year 6. There are three classes in each year group. In early years, there is a Nursery and three Reception classes. There is no provision for two-year-olds. The school runs before- and after-school childcare provision, in addition to a range of after-school activities. The school works in partnership with a cluster of schools and the local authority. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have high expectations of staff and pupils. The quality of provision is improving well and this is having a positive impact on pupils’ progress. Governors fulfil their duties highly effectively. They are not afraid to challenge leaders and are persistent in their drive to improve opportunities for pupils. Outcomes have continued to improve year-on-year in all key stages. Across the school, pupils are well prepared for the next stages of their learning. The curriculum is varied, interesting and engages pupils. Specialist teachers provide good-quality learning. This is enhanced by a range of curriculum enrichment opportunities. Spiritual, moral, social and cultural development is a strength of the school. Pupils have a tremendous amount of respect for one another and are genuinely interested in learning from each other. Pupils play well together and incidents of poor behaviour have reduced significantly. Playtimes are calm, well supervised and have a variety of resources to support an enjoyable time for pupils. Partnership working with the cluster of schools is valued. It has increased opportunities for leaders and teachers to challenge and improve their own practice. Safeguarding of pupils is central to the work of the school. Support for pupils and their families is provided at the earliest opportunity. Work with external agencies is highly successful. Effective assessment and tracking in early years means that children progress well. However, not enough is done to challenge the most able writers in early years. The quality of learning for pupils working with support staff is not as effective as when they work with teachers. Some teaching assistants lack subject knowledge and the behaviour management skills needed to support pupils during small group sessions. Pupils who have special educational needs (SEN) and/or disabilities do not make consistently good progress. This is because sometimes work is not appropriate to their needs and feedback from adults is too negative.