Graveley Primary School

Name Graveley Primary School
Ofsted Inspection Rating Good
Inspection Date 19 September 2013
Address Ashwell Common, Graveley, Hitchin, Hertfordshire, SG4 7LJ
Phone Number 01438351377
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 101 (49% boys 51% girls)
Number of Pupils per Teacher 15.3
Local Authority Hertfordshire
Percentage Free School Meals 6.9%
Percentage English is Not First Language 2%
Persisitent Absence 4.4%
Pupils with SEN Support 23.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school is smaller than the average-sized primary school. The large majority of pupils are of White British heritage. An average proportion are of minority ethnic heritage and speak English as an additional language. The proportion of pupils for whom the school receives pupil premium funding (additional government funding, in this case, for pupils who are known to be eligible for free school meals) is well below average. The proportion of disabled pupils and those who have special educational needs supported at school action varies from year to year: it is below average overall but above average in some years. The proportion supported at school action plus or with a statement of special educational needs is average. The school meets the government’s current floor standards, which set minimum expectations for attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well and reach above average standards. Progress is good in the Early Years Foundation Stage and at Key Stages 1 and 2. By the end of Year 1, pupils’ knowledge of the sounds that letters make is well above that of pupils in most schools. Teaching is always at least good, with some that is outstanding. Much of the teaching of mathematics in Years 5 and 6 is excellent, enabling many pupils to make outstanding progress. Learning opportunities are matched well to pupils’ needs and interests. Imaginative links between subjects mean that pupils are eager to learn. Behaviour is good and pupils are safe in school. Where teaching is at its best, pupils show a genuine thirst for knowledge and this helps them to make rapid progress. Since the last inspection, school leaders, managers and the governing body have been successful in raising pupils’ achievement and improving the quality of teaching. Improvement has been good and leaders are ambitious for the school’s future development. It is not yet an outstanding school because : More pupils could reach higher levels in writing and mathematics at the end of Key Stage 1 and in writing at the end of Key Stage 2. Occasionally, teachers do not make sure that all pupils are clear about how best to tackle new work, which slows some pupils’ learning. While teaching in the Early Years Foundation Stage is good, outdoor activities are not always planned as well as they could be. Leaders have not yet focused as closely as they could on the key differences between good and outstanding teaching, in their efforts to increase the amount that is outstanding.