|Name||Great Orton Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||04 June 2019|
|Address||Great Orton, Carlisle, Cumbria, CA5 6NA|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Percentage Free School Meals||17%|
Information about this school
The school is a much smaller than average-sized primary school. In the absence of the substantive headteacher, the school is supported by an executive principal for one day per week and an associate headteacher on behalf of the local authority. An experienced headteacher has very recently taken up the role of acting headteacher in the absence of the substantive headteacher. The vast majority of pupils are White British, and all speak English as their first language. There are too few children in the early years on which to report. The proportion of disadvantaged pupils is in line with the national average. The proportion of pupils with SEND is in line with the national average. A new chair of the governing body has been appointed since the previous inspection.
Summary of key findings for parents and pupils
This is a school that requires improvement Ongoing turbulence in leadership has impacted on the quality of the education pupils receive. Leaders have not built on the successes of the previous inspection. Leaders and governors have not acted quickly enough to ensure that outcomes across the school are consistently strong. The attainment of pupils leaving key stage 2 has been low in mathematics and reading for the previous three years. The teaching of mathematics and reading is beginning to improve. However, pupils are not making enough progress to reach their potential because teachers’ expectations of pupils are not always high enough. Teachers do not use assessment information well enough to plan activities that match pupils’ needs in geography, history and science. Middle leaders are new to their roles. They have not had time to make effective checks on the quality of pupils’ work across the curriculum. School leaders and governors have not ensured that plans to support disadvantaged pupils are in place. School leaders have no oversight of the quality of provision for pupils with special educational needs and/or disabilities (SEND). Teachers do not access regular high-quality professional development training. The school has the following strengths Staff and governors have worked with parents and carers and the local authority to ensure that the school continues to operate during a significant period of turbulence in leadership. Pupils conduct themselves well around school. They are polite and respectful, and they interact well with adults. Pupils feel safe and are cared for well. Attendance has improved and is now above the national average. The promotion of pupils’ spiritual, moral, cultural and social skills is strong. Pupils leave school prepared for life in modern Britain. Effective approaches to the teaching of phonics are evident in key stage 1.