|Name||Kirkby and Great Broughton Church of England Voluntary Aided Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 March 2013|
|Address||Kirkby Lane, Kirkby-in-Cleveland, Middlesbrough, TS9 7AL|
|Religious Character||Church of England|
|Number of Pupils||126 (46% boys 54% girls)|
|Number of Pupils per Teacher||21.0|
|Percentage Free School Meals||3.2%|
|Percentage English is Not First Language||0.8%|
Information about this school
This school is much smaller than the average-sized primary school. Almost all pupils are White British. While the school traditionally includes pupils from the Traveller community, this year there are very few such pupils. The proportion of pupils eligible for the pupil premium (funding for pupils known to be eligible for free school meals, looked after children and children from military service families) is well-below average. The proportion of pupils supported at school action is well-below average. The proportions of pupils supported at school action plus or with a statement of special educational needs are well-below average. There is a before-and-after-school club which is privately run and inspected separately by Ofsted, as well as clubs which are managed by the governing body and organised voluntarily by staff. The school shares its site with a privately run nursery which is subject to a separate inspection. The school meets the current government floor standards, which are the minimum expectations for pupils’ progress and attainment. The headteacher has been in post since September 2011. She is also headteacher of another local school and divides her time between the two schools. There have been many changes to staffing in the past three years and during the current school year.
Summary of key findings for parents and pupils
This is a good school. Good teaching ensures that pupils make good progress and have attainment which is well-above average. Teachers are very skilful at planning work for groups and individuals. This helps to get the best out of pupils, whatever their ability. They offer harder work as lessons progress so that pupils are stretched in their learning. Pupils have many opportunities to talk and plan together and to write at length in their English lessons. In mathematics lessons, there are many chances for them to tackle difficult mathematical problems. When teachers mark work they make it clear to pupils how to improve their work and give them time to act upon advice. Older pupils are clear about the level of their work and all pupils have targets which help them to make their work better. Pupils say they feel very safe. Their behaviour is good and in some lessons it is outstanding. Their attendance is above average. The headteacher and the excellent governing body know the school’s strengths and relative weaknesses very clearly. Together, they have acted decisively to improve teaching and reverse a decline in attainment. This is clearly an improving school. It is not yet an outstanding school because : Pupils have too few opportunities to follow their own interests in activities that will develop their imagination, creativity, analytical and thinking skills. At the start of some lessons, when teachers are working with their full class, work is too hard for some pupils and too easy for others. There are too few chances for pupils to see the links that exist between subjects and to practise their skills in writing, mathematics and information and communication technology in different subjects. In some lessons, teachers do not ask enough questions that challenge pupils to think hard.