|Name||John Clare Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 February 2012|
|Address||West Street, Helpston, Peterborough, Cambridgeshire, PE6 7DU|
|Religious Character||Does Not Apply|
|Number of Pupils||116 (47% boys 53% girls)|
|Number of Pupils per Teacher||19.3|
|Academy Sponsor||Soke Education Trust|
|Percentage Free School Meals||0%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about the school
John Clare is smaller than the average-sized primary school. It has four classes, all of which are mixed age. Most pupils are of White British heritage, with very few who speak English as an additional language and none at an early stage of learning English. The proportion of pupils known to be eligible for free school meals is below the national average. The percentage of disabled pupils and those who have special educational needs is below average. Children in the Reception Year of the Early Years Foundation Stage share a class with some Year 1 pupils. An above-average proportion of pupils join or leave the school at times other than the usual time of entry. The headteacher joined the school in September 2011. The school exceeded the current floor standard, whereby the government sets the minimum expectations for pupils attainment and progress.
This is a good school. The headteacher has built on the strengths of the previous leadership and established a climate of high expectations for staff and pupils. One parent or carer typically wrote, ‘We are delighted with John Clare School in every respect and feel that our children get the best start possible. Pupils achieve well. They consistently reach above average standards in English and mathematics and they acquire good communication skills through the variety of learning experiences teachers provide for them. Pupils’ skills in information and communication technology (ICT) are well developed because : they have access to computers for many aspects of their work. Disabled pupils and those with special educational needs make good progress because they receive targeted support in lessons, small groups and occasionally on an individual basis. Although there was some variation in the quality of teaching seen, most is at least good with an increasing proportion that is better. In the best lessons, learning activities are well matched to pupils’ needs. Pupils thoroughly enjoy school and this is reflected in their attendance, which is consistently above average. They feel safe and behave exceptionally well in lessons and in and around the school. The curriculum is imaginatively planned, with a wide range of exciting experiences that make learning purposeful and relevant. Apart from the good provision for literacy and numeracy, the quality of music makes a strong contribution to pupils’ spiritual, moral, social and cultural development. Leaders and managers have a good knowledge of the school’s strengths and areas for development and they have established appropriate priorities for further improvement.