|Name||Malpas Alport Endowed Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 June 2014|
|Address||Chester Road, Malpas, Cheshire, SY14 8PY|
|Number of Pupils||279 (49% boys 51% girls)|
|Number of Pupils per Teacher||22.7|
|Local Authority||Cheshire West and Chester|
|Percentage Free School Meals||7.2%|
|Percentage English is Not First Language||1.1%|
|Pupils with SEN Support||11.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller than average-sized primary school. A below-average proportion of pupils are supported through school action. The proportion of pupils supported at school action plus or with a statement of special educational needs is slightly below average. The proportion of pupils eligible for support through the pupil premium is below the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. Most pupils are of White British heritage. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. Many pupils join the school at times other than the usual starting point in the Early Years Foundation Stage. The teacher responsible for leading mathematics is currently working with the local authority to support a number of local schools, although during the inspection she returned to teach a class where the teacher was absent because of medical reasons. There is a nursery and after-school club on site run by a private provider. These are inspected separately.
Summary of key findings for parents and pupils
This is a good school. Children get off to a good start in the Early Years Foundation Stage where they make strong progress from their individual starting points, which are generally below those typical for their age. The proportion of pupils making fast progress in their learning is increasing because of the good quality of teaching over time. Standards attained currently by pupils in reading, writing and mathematics at the end of Year 6 are now above the national average. Gaps in attainment between pupils supported by the pupil premium and other pupils at the end of Year 6 have narrowed well this year. The vast majority of learning is planned well to challenge pupils effectively so they learn at a fast rate. The level of challenge for pupils increases well in most lessons. A wide range of visits and visitors help to extend pupils’ learning further. Pupils behave well and feel safe in school. They are polite, courteous and respectful towards one another and adults. Relationships throughout school are positive between adults and pupils and support learning well. Senior leaders have clear ambition and drive to improve the school further; they are well supported by other leaders. The leadership of teaching in the Early Years Foundation Stage, as well as in numeracy and literacy, is particularly strong and has enabled pupils to increase the amount of progress they make in their learning. Governors work exceptionally well with senior leaders to successfully bring about many improvements in teaching and achievement. Collectively, they have improved the school well since the previous inspection and it continues to improve. It is not yet an outstanding school because : Standards at the end of Year 2 in reading, writing and mathematics, particularly for the most able, are lower than they should be given the starting points in Year 1. A small minority of pupils known to be eligible for free school meals plus disabled pupils and those with special educational needs do not make as much progress as they should.