|Name||Great Preston VC CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 March 2018|
|Address||Preston Lane, Great Preston, Leeds, West Yorkshire, LS26 8AR|
|Religious Character||Church of England|
|Number of Pupils||235 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.7|
|Percentage Free School Meals||10.9%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||11.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Great Preston Voluntary Controlled Church of England Primary School is an average-sized primary school. Most pupils are White British. There have been many changes of headteacher and staffing since the previous inspection. The new headteacher took up her post in September 2017. Pupil premium funding supports a below-average proportion of disadvantaged pupils in the school. A smaller-than-average proportion of pupils have SEN and/or disabilities. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The school is improving rapidly under the leadership of the new headteacher. Leaders at all levels are now ensuring that teaching and pupils’ outcomes are improving rapidly and substantially. Good teaching in all year groups is enabling pupils to make stronger and speedier progress to make up for the lost ground of previous years. On occasions, teachers do not challenge the most able pupils to reach their full potential. Too few pupils have reached above the expectations for their age in reading, writing and mathematics over time. National test results at the end of key stage 2 in reading, writing and mathematics have been too low over the last three years. Current pupils in key stage 2, especially disadvantaged pupils, still have a significant amount of work to do in order to make up for a legacy of poorer teaching. Despite some improvements, the teaching of writing requires further attention. The proportion of key stage 2 pupils reaching expected standards and above in writing remains below average. Pupils benefit from a well-planned curriculum. Teaching is enriched by a range of extra opportunities to develop their skills, including sporting, musical and cultural activities. Pupils behave well in lessons and around the school. They are punctual and keen to learn. Levels of persistent absence have reduced recently so that attendance overall is in line with the national average. Governance has recently improved. Governors now support the school strongly in its drive to achieve better outcomes for pupils. More measurable targets in the school development plan would support all leaders in clearly identifying the successes of their work. Children in the early years benefit from a wide range of stimulating activities. They enjoy their learning and behave well. The setting is well led and managed. Opportunities for Nursery and Reception children to learn and develop outdoors are not as strong as those planned for the indoor environment. Pupils enjoy coming to school, work hard and are kept safe. They take an obvious pride in the presentation of their work.