|Name||Handale Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 November 2017|
|Address||West Park Avenue, Loftus, Handale Primary School West Park Avenue, Saltburn-By-The-Sea, North Yorkshire, TS13 4RL|
|Religious Character||Does Not Apply|
|Number of Pupils||241 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.0|
|Local Authority||Redcar and Cleveland|
|Percentage Free School Meals||22.2%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is a similar size to the average-sized primary school. Since the last inspection, the school has introduced provision for two-year-old children. This is located in the early years area of the school. Almost all pupils are White British. The proportion of pupils eligible for the pupil premium funding is well above that found nationally. The proportion of pupils who have SEN and/or disabilities is similar to that found nationally. The proportion of pupils with an education, health and care plan is similar to that found nationally. The school meets requirements on the publication of specified information on its website. The school is a member of the East Cleveland Cooperative Learning Trust.
Summary of key findings for parents and pupils
This is a school that requires improvement Over time, teachers have not planned learning effectively enough to match the needs of pupils, including disadvantaged pupils. Disadvantaged pupils do not make good progress and their attainment falls behind that of others nationally by the end of key stage 2. Pupils’ progress is variable across the school. The progress made by pupils at the end of key stage 2 has declined in recent years. Senior leaders and governors have an overly positive view of the school’s effectiveness. They have not taken sufficient notice of pupils’ outcomes when arriving at their judgements. Leaders’ use of additional pupil premium funding has had variable effect. Improvements in disadvantaged pupils’ academic progress have been slow to emerge. There has been a more positive effect on meeting the physical, social and emotional needs of these pupils. Recently appointed leaders for mathematics and for the provision for pupils who have special educational needs (SEN) and/or disabilities have begun to take action to address the school’s priorities. However, the actions to improve the quality of teaching in mathematics are at an early stage of implementation and have had a variable effect. The school has the following strengths Positive, friendly relationships are evident across the school. Pupils’ behaviour is good in lessons and during breaktimes and lunchtimes. Pupils’ personal development and welfare needs are well met. As a result, pupils develop good citizenship skills and are well prepared for life in modern Britain. Early years provision ensures that most children make good progress. Staff plan effectively to meet children’s learning needs and interests. The early years leader provides strong leadership. The rich curriculum helps widen pupils’ horizons and raise their aspirations.