|Name||Halberton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 July 2014|
|Address||Church Path, Halberton, Tiverton, Devon, EX16 7AT|
|Religious Character||Does not apply|
|Number of Pupils||77 (61% boys 39% girls)|
|Number of Pupils per Teacher||25.3|
|Percentage Free School Meals||10.4%|
|Percentage English is Not First Language||1.3%|
|Pupils with SEN Support||24.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Halberton is a much smaller than average-sized primary school. Children in the Reception Year are taught together with pupils in Years 1 in Class 1. Pupils in Years 2 and 3 are taught together in Class 2 and Years 4, 5 and 6 are taught together in Class 3. The local pre-school is located within the school grounds and is independently managed, so was not inspected as part of this inspection. All pupils are from White British backgrounds. The proportion of disabled pupils and those who have special educational needs who are on school action is above average. The proportion of those on school action plus or who have a statement of special educational needs is below average. The proportion of pupils who are known to be eligible for additional government funding, known as the pupil premium, is below average. This funding supports pupils who are known to be eligible for free school meals or are looked after. In 2013, the school did not meet the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school is a member of the Tiverton Cooperative Learning Partnership, comprising of 10 primary schools, a high school and a college.
Summary of key findings for parents and pupils
This is a good school. The school has improved rapidly since its previous inspection. Pupils’ achievement is now good and the school is very well placed to improve further. Teaching is consistently good. This ensures all pupils make good progress and achieve well. Teachers are particularly effective in devising activities that engage and capture pupils’ interests. Pupils who are at risk of not doing so well, including disabled pupils and those with special educational needs, make good progress and achieve well. There are rigorous systems in place to check on pupils’ progress. Teachers understand well the abilities and needs of all pupils. Good links with pre-school ensure that children settle quickly in the Early Years Foundation Stage. They enjoy learning and make good progress. The school is welcoming and pupils love the work they do. This is reflected in their good behaviour and attitudes towards each other and their learning. Pupils attend regularly, feel safe, are happy and are proud of their school. The headteacher provides the school with committed and passionate leadership. All members of staff and governors share her strong ambition for continual improvement. Governors have a clear understanding of the school’s strengths and areas for development. They have successfully challenged leaders and teachers to improve. They have supported the school very well through a period of rapid change. This has resulted in secure improvements in teaching and pupils’ achievement. It is not yet an outstanding school because : At times, progress is hindered when teachers do not move pupils on to harder work quickly enough in lessons. Teachers do not check sufficiently on the progress made by pupils when they are working with additional adults in lessons. The quality of teachers’ written feedback to pupils is not as good in mathematics as it is in English.