Ixworth Church of England Primary School

About Ixworth Church of England Primary School Browse Features

Ixworth Church of England Primary School

Name Ixworth Church of England Primary School
Ofsted Inspection Rating Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 09 February 2017
Address Crown Lane, Ixworth, Bury St. Edmunds, Suffolk, IP31 2EL
Phone Number 01359230228
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 183 (51% boys 49% girls)
Number of Pupils per Teacher 20.5
Academy Sponsor The Tilian Partnership
Local Authority Suffolk
Percentage Free School Meals 7.2%
Percentage English is Not First Language 1.6%
Persisitent Absence 4.9%
Pupils with SEN Support 9.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements for the publication of specified information on its website. The school meets the current government floor standards, which are the minimum standards expected for pupils at the end of Year 6. The school is smaller than the average-sized primary school. The majority of pupils are of White British background. The proportion of pupils who are known to be eligible for free school meals is lower than is found nationally. The proportion of pupils who have special educational needs and/or disabilities or supported by an education, health and care plan, or statement of special educational needs, is average.

Summary of key findings for parents and pupils

This is an inadequate school Safeguarding is ineffective. Systems for keeping pupils safe are not robust. Leaders have not established rigorous procedures for recording concerns and ensuring follow up action is taken and recorded. Leaders have not ensured that all staff understand school procedures for keeping pupils safe. Leaders have not acted swiftly enough to tackle weaknesses in teaching and learning. Feedback provided to teachers has not made clear precisely what teachers need to do to improve. Teaching is inadequate because in a number of classes and subjects learning activities do not meet the needs of pupils, including those of the most able pupils. Some teachers do not manage behaviour in lessons effectively. Governors have not challenged leaders sufficiently or held them to account for the low standards of pupils’ achievement. Assessment systems are not understood or used by some teachers. As a result, leaders do not know enough about the progress pupils are making. The progress of disadvantaged pupils and of pupils who have special educational needs and/or disabilities is variable because support for these pupils is not well planned. This support is not evaluated to ensure pupils’ needs are met. Provision in the early years, while improving, is inconsistent because not all adults are equally skilled in using observations to identify the progress children have made and using this to inform their planning. The school has the following strengths Pupils’ spiritual, moral, social and cultural development is promoted well and they are helped to develop into caring and responsible citizens. A broad and interesting curriculum is in place which is enhanced by extra-curricular activities and clubs. Reading is promoted well across the school and pupils are developing a real enjoyment of books and literature.