|Name||Loders CofE Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||26 March 2019|
|Address||Loders, Bridport, Dorset, DT6 3SA|
|Religious Character||Church of England|
|Number of Pupils||76 (48% boys 52% girls)|
|Number of Pupils per Teacher||14.1|
|Academy Sponsor||Acorn Multi Academy Trust|
|Percentage Free School Meals||9.4%|
|Percentage English is Not First Language||0%|
Information about this school
Loders Church of England Primary Academy joined the Acorn multi-academy trust in 2016. There are six primary schools in the trust. This is a smaller-than-average primary school. The proportion of pupils supported by the pupil premium funding is below the national average. The proportion of pupils with SEND is below the national average, as is the proportion of those who have an education, health and care plan.
Summary of key findings for parents and pupils
This is a good school The chief executive officer (CEO) of the multi-academy trust (MAT) and the head of school work well together. They are making rapid improvements to teaching. As a result, pupils’ progress is improving across the school. The MAT has added capacity to leadership at every level. Governors have a greater understanding of their role. They are more thorough in the way they are holding the head of school to account. The curriculum provides pupils with an appropriate range of subjects to study. Pupils’ spiritual, moral, social and cultural curriculum is underpinned by the Christian ethos that pervades the school. Pupils understand tolerance and diversity. They respect each other and staff. Pupils behave well when learning and at social times. They are polite and courteous. Pupils understand about healthy living. Leaders use the sport premium wisely and there are more opportunities for pupils to engage in a rich variety of sports as a result. The day starts with morning exercises for some pupils. Every pupil runs a daily mile and the health benefits are tangible. Leaders are scrutinising the spending of the pupil premium more diligently. As a result, most disadvantaged pupils are achieving in line with other pupils nationally and some are doing better. The focus on the funding for pupils with special educational needs and/or disabilities (SEND) has not been as stringent. Consequently, some pupils with SEND are not making enough progress. Some teachers are not planning effective challenge into the learning of the most able pupils and those of middle ability. There are too few pupils reaching the higher standard in reading, writing and mathematics. Equally, some teachers are not planning writing across a range of subjects to improve pupils’ accuracy. In a few cases, pupils are over-reliant on teachers and do not have adequate opportunities to develop their own learning proficiently. Some older pupils are not showing pride in the presentation of work. Pupils attend school regularly. Very few are absent.