| Name | Keresforth Primary School |
| Website | http://www.keresforthprimary.org.uk |
| Ofsted Inspection Rating | Good |
| Inspection Date | 21 November 2012 |
| Address | Keresforth Road, Dodworth, Barnsley, South Yorkshire, S75 3NU |
| Phone Number | 01226284147 |
| Type | Primary |
| Age Range | 3-11 |
| Religious Character | Does not apply |
| Gender | Mixed |
| Number of Pupils | 256 (53% boys 47% girls) |
| Number of Pupils per Teacher | 20.5 |
| Local Authority | Barnsley |
| Percentage Free School Meals | 15.9% |
| Percentage English is Not First Language | 3.5% |
| Persisitent Absence | 8.4% |
| Pupils with SEN Support | 9% |
| Catchment Area Information Available | Yes, our catchment area data is FREE |
| Last Distance Offered Information Available | No |
|
Information about this school The school is smaller than the average-sized primary school. The proportion of pupils supported at school action is below the national average, but the proportion supported at school action plus or with a statement of special educational needs is above average. The proportion of pupils who are eligible for the pupil premium (additional funding allocated to the school by the government for those who qualify for free school meals, are in the care of the local authority or have parents in the armed forces) is below the national average. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. Following the last inspection there was a period of instability in staffing, but this is now resolved. The school works in conjunction with an outstanding local school to support its further development and improvement. Summary of key findings for parents and pupils This is a good school. Since the arrival of the current headteacher the school has improved rapidly. Children typically start in Nursery with below average levels of skills and knowledge. When pupils leave they have made progress better than that found nationally and achievement is good. Disabled pupils and those with special educational needs are monitored carefully. Through effective support they make good, and sometimes outstanding, progress. Most teachers have high expectations of their pupils. They have a clear view of individuals’ progress and record this carefully to get the best from them. Behaviour is good and, as a result, little learning time is lost. Children feel safe and enjoy school. A period of instability in staffing has ended and everyone now shares a common ideal of creating a top quality school where pupils can do their very best. Teachers are given good support to develop their skills and effectiveness. Governors play an active role in supporting school improvement. It is not yet an outstanding school because : Not enough pupils reach the higher grades in English and mathematics. Teaching is not yet all of good or outstanding quality. The senior leadership team is still developing. Not all members have clear job descriptions or areas of responsibility. |
|