Honington Church of England Voluntary Controlled Primary School

About Honington Church of England Voluntary Controlled Primary School Browse Features

Honington Church of England Voluntary Controlled Primary School

Name Honington Church of England Voluntary Controlled Primary School
Website http://www.honington.edublogs.org/
Ofsted Inspection Rating Good
Inspection Date 26 May 2011
Address Malting Row, Honington, Bury St Edmunds, Suffolk, IP31 1RE
Phone Number 01359269324
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 169 (49% boys 51% girls)
Number of Pupils per Teacher 19.3
Local Authority Suffolk
Percentage Free School Meals 8.9%
Percentage English is Not First Language 1.8%
Persisitent Absence 3.3%
Pupils with SEN Support 10.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This small primary school serves pupils from local villages and the Royal Air Force base at Honington. The proportion of pupils who join the school other than at the beginning of Reception or leave before the end of Year 4 is much higher than in most schools. Almost all pupils are of White British heritage and the proportion of pupils known to be eligible for free school meals is much lower than in the majority of schools. The percentage of pupils with special educational needs and/or disabilities is also lower than average. The governing body provides a Mother and Toddler group which is held in the school hall one afternoon a week. The school has National Healthy Schools Status, the Physical Education and Sports Strategy Activemark and the Investors in People award.

Main findings

This is a good school, where enthusiastic and committed leaders and staff strive to provide the best possible education and care. As a result, teaching is almost always good, and sometimes outstanding, enabling all groups of pupils to make good progress. Plans for development now include how the outcomes will be measured, the lack of which was an issue for improvement from the last inspection. Regular monitoring of individual pupils’ progress generates challenging targets and enables effective additional support to be provided when necessary. Observations of teaching and learning in lessons accurately measure teachers’ skills and inform whole-school plans for improvement. However, points for improvement are not followed up in future observations, resulting in missed opportunities to help teachers improve their skills further. The governing body is fully involved in school development and is increasingly monitoring the work of the school. All teachers have additional areas of responsibility and a good understanding of the school’s priorities based on the school’s accurate self-assessment. As a result, the school’s potential for future improvement is good. The good teaching and interesting curriculum make learning effective and enjoyable. Children generally join the Reception class with higher than average knowledge and skills for their age. Standards have been consistently high by the end of Key Stage 1 over the last three years. By Year 4, over half the pupils are working at much higher levels than expected for their age in English, although their mathematical skills, while above average, are not so high. This is because there is insufficient challenge for a few pupils, who consistently get all their work correct. Pupils who join other than at the usual time are made welcome and settle into school routines rapidly. Informal but effective systems for ensuring these pupils are working at the correct levels mean that any disruption to their learning is minimised. Pupils with special educational needs and/or disabilities make good progress towards their targets because they receive well-structured support. All pupils know their targets and work hard to achieve them. However, teachers do not make the most of pupils’ responsible attitudes to their work by involving them in deciding for themselves what they need to do to improve. Similarly, although they enjoy their ’topics’, they have little choice of what they learn about as they acquire the skills they need. The school takes good care of the pupils. Pupils have a very clear understanding of what is acceptable and the behaviour of almost all is exemplary. The good personal, social and health education curriculum, including the recently introduced philosophy sessions, are giving pupils a good foundation for their future lives.