|Name||Haresfield Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 May 2013|
|Address||Haresfield, Stonehouse, Gloucestershire, GL10 3EF|
|Religious Character||Church of England|
|Number of Pupils||104 (59% boys 41% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||3.8%|
|Percentage English is Not First Language||1.9%|
Information about this school
This is a smaller-than-average primary school. Approximately one quarter of the pupils attends from the local area; the rest travels from further afield. The pupils are taught in four classes. Nearly all pupils are of White British heritage. The proportion of disabled pupils and those with special educational needs supported by school action is below average, as is the proportion supported at school action plus or with a statement of special educational needs. The proportion of pupils eligible for the pupil premium, which provides additional funding for children in the care of the local authority, pupils known to be eligible for free school meals and those from service families, is well below average. Currently, the school has no pupils who are in the care of the local authority. The headteacher started in the school in September 2012. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils are securely on track to make good progress and achieve well from their different starting points because teaching is good. Leaders have taken firm action to address a dip in performance in 2012 in boys’ writing in Year 6. Pupils’ progress in writing is now good. Reading is a strength of the school. Pupils have good reading habits and get a great deal of pleasure from reading on their own. Teachers manage pupils well and provide activities that capture the pupils’ interest. They encourage pupils to express their views confidently. The quality of teaching is good and is monitored regularly. Teachers get effective feedback on how well they are doing so that they can improve their own performance. Pupils discuss their ideas together and answer questions enthusiastically. They work well on their own and together in small groups; this helps them to learn well. Pupils like coming to school and behave well in lessons and in the playground. They get on well with each other, and feel safe and free from bullying. It is not yet an outstanding school because : Teachers do not always plan activities which sufficiently meet pupils’ individual needs and this inhibits learning. Pupils are not given enough help to enable them to set their own targets, and decide for themselves what they need to improve. There is not enough professional development provided, for example through coaching or observing the best practice to promote outstanding teaching.