|Name||Lytchett Matravers Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||11 June 2015|
|Address||Lytchett Matravers, Poole, Dorset, BH16 6DY|
|Religious Character||Does not apply|
|Number of Pupils||428 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.9|
|Academy Sponsor||Hamwic Education Trust|
|Percentage Free School Meals||7.9%|
|Percentage English is Not First Language||0.5%|
|Pupils with SEN Support||12.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals or children who are looked after) is much lower than average. The majority of pupils are White British. The proportion of pupils who speak English as an additional language is much lower than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress, at the end of Year 6. Children in the Reception classes attend school full time. The school is part of an informal network of local schools consisting of primary and secondary schools who work together, share ideas and support one another.
Summary of key findings for parents and pupils
This is a good school. The headteacher and senior leaders show considerable determination and commitment in driving improvement in a highly coordinated way. The governors know the school very well. They are very thorough in challenging the school leaders to ensure their responsibilities are carried out with great professionalism and attention to detail. Pupils’ attitudes are consistently positive in lessons and contribute very well to their learning. Pupils are well prepared for the next stage of education. Pupils are extremely well behaved, polite and have excellent manners. They feel very safe and are exceptionally well cared for by all the staff. Staff demonstrate outstanding relationships and the children follow this example exceedingly well. Work in books shows that pupils have great pride in what they do. They are taught well and benefit from skilful interventions and good questioning from their teachers. The school provides all the pupils with a rich, nurturing school environment in which to grow and develop well as British citizens. Pupils achieve well in reading, writing and mathematics, particularly in Key Stage 1. Their improving progress is leading to rising results in Key Stage 2. Pupils make excellent progress in the early years because planning is very focused. They leave Reception very well prepared for Year 1. The school curriculum provides exciting and engaging topics which staff plan carefully to provide enjoyable and challenging learning activities which support good achievement. Disadvantaged pupils, while small in number, are now achieving much better than they were prior to this year, particularly in mathematics. Teachers are keenly aware of these pupils’ needs, and provide well for them. It is not yet an outstanding school because : Pupils’ understanding and application of spelling rules are not always sufficiently developed, and some pupils do not use their knowledge of sounds to spell accurately. Work is not always well matched for pupils of average ability. It is sometimes too challenging for them to understand and achieve well.