|Name||Jennett’s Park CofE Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||04 December 2014|
|Address||3 Tawny Owl Square, Bracknell, Berkshire, RG12 8EB|
|Religious Character||Church of England|
|Number of Pupils||450 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.8|
|Academy Sponsor||Bonitas Multi-Academy Trust Limited|
|Local Authority||Bracknell Forest|
|Percentage Free School Meals||8.1%|
|Percentage English is Not First Language||13.1%|
Information about this school
Jennett’s Park Primary School is larger than the average-sized primary school. It opened in September 2011. The school’s Early Years Foundation Stage consists of a Nursery, where each child attends either a morning or afternoon session. There are two full-time Reception classes. The proportion of pupils eligible for support through pupil premium is average. This is additional funding provided by the government for disadvantaged pupils. The proportion of disabled pupils and those with special educational needs is similar to most other schools. The majority of pupils are of White British heritage. A few are from Any Other White background and Indian heritages. In 2014 the school did not meet the government floor standards, which are the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires special measures. The capacity to improve is inadequate and since the previous inspection little has improved. Leaders’ do not have precise enough plans to ensure that standards rise quickly. Leaders do not rigorously follow pupil progress. Staff do not act quickly enough to help pupils who are not making enough progress. Governance is inadequate. They do not hold the school to account for the progress of pupils. They do not know about the quality of teaching and are unable to ensure that underperformance is tackled. Governors do not know enough to be sure that additional funds for disadvantaged pupils are used effectively. Teaching is inadequate. It does not help all pupils to make enough progress, particularly in Key Stage 2. Teachers do not have high enough expectations of what pupils can achieve. Feedback and marking do not show pupils how they can improve their work. Very few more able pupils reach the higher levels in reading, writing and mathematics. Teachers do not make sure that these pupils have work that fully challenges them. Progress in Key Stage 2 is slow, particularly for writing and mathematics. There are too few opportunities for pupils to write and develop their mathematical skills. Disadvantaged pupils make slow progress. There are wide gaps in the attainment of those who are disadvantaged when compared to their peers and nationally. At times, pupils’ behaviour and their attitudes towards learning require improvement. On occasion, pupils find it hard to concentrate or work hard when others in their classrooms are noisy. The school has the following strengths Spiritual, moral and cultural development is effective. Pupils develop their appreciation of art and culture through the range of activities that are provided. Teaching in the early years is good and children make good progress. Parents like the information they receive about their child’s progress. Pupils have a good understanding of how to keep themselves safe.