Haverigg Primary School

Name Haverigg Primary School
Website http://www.haverigg.cumbria.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 15 October 2014
Address Atkinson Street, Haverigg, Millom, Cumbria, LA18 4HA
Phone Number 01229772502
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 172 (53% boys 47% girls)
Number of Pupils per Teacher 19.7
Local Authority Cumbria
Percentage Free School Meals 5.2%
Percentage English is Not First Language 0%
Persisitent Absence 3.8%
Pupils with SEN Support 16.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is smaller than most primary schools; however, pupil numbers are increasing. Year groups are growing from approximately 17 pupils to around 30. The proportion of disadvantaged pupils known to be eligible for support through the pupil premium (additional funding for those pupils known to be eligible for free school meals and those looked after by the local authority) is well below average. The proportion of pupils supported at school action because they are disabled or have special educational needs is below the national average. The proportion supported at school action plus or with a statement of special educational need is above that usually found. Most pupils are from a White British heritage and there are no pupils at the very early stages of learning English. Since the previous inspection most of the teaching staff have changed and 80% of those changes have taken place since September 2013. The headteacher is a Local Leader of Education and currently chairs two local school partnership groups. The school shares a site with the ‘Lighthouse Centre’ which is managed by a team which includes the school headteacher and a selection of school governors. The centre facilitates community events, provides catering to the school and hosts a nursery which is subject to a separate Ofsted report. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The school is well led and managed. Together the headteacher, school leaders, governors and staff form a strong team that all share the same high ambitions for pupils at the school. During a period of significant change, school leaders including governors are maintaining the quality of teaching. Their actions are improving pupils’ achievement still further. Opportunities to develop pupils’ spiritual, moral, social and cultural understanding are good and the subjects on offer are well planned to incorporate aspects of the local environment. For example, pupils are taken onto the beach and into wooded areas to enrich their learning experience. The school is a caring and nurturing place in which pupils feel safe and are kept safe. Pupils behave well both inside and outside of the classroom. They care for and respect each other and the adults around them. The teaching of reading, writing and mathematics is good. The school has successfully focussed on improving learning and teaching in mathematics, which lagged behind, and this has had a positive impact on unconfirmed 2014 end of key stage test results. Teachers and teaching assistants work well together to provide a good level of support to pupils with special educational needs. Pupils make good progress across the school and now leave Year 6 with standards of achievement and attainment that are above the national average in reading, writing and mathematics. From starting points that vary year on year children make good progress in their Reception Year and are well prepared to join Year 1. It is not yet an outstanding school because : Leaders have not made the targets in the school improvement plan as useful as they could be because they do not indicate a clear means of measuring how well plans are progressing and whether they are improving pupils’ progress. The targets set for teachers are similarly less useful than they could be. Teachers do not always check that all pupils correct and edit their work and activities provided for the most able pupils are not always challenging enough. The early years outdoor provision does not provide enough opportunities for children to continue to develop early literacy and numeracy skills when they are using that area. Additionally, staff do not always question children and encourage learning outdoors as well as they do indoors.