|Name||Market Deeping Community Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 October 2017|
|Address||Willoughby Avenue, Market Deeping, Peterborough, Lincolnshire, PE6 8JE|
|Religious Character||Does Not Apply|
|Number of Pupils||255 (62% boys 38% girls)|
|Number of Pupils per Teacher||20.1|
|Percentage Free School Meals||7.8%|
|Percentage English is Not First Language||4.7%|
Information about this school
The headteacher took up post in September 2017. There have been a considerable number of staff changes since the previous inspection. Market Deeping Community Primary school is an average-sized primary school. The school plans to expand in size in 2018. The school meets requirements on the publication of specified information on its website. The very large majority of pupils are of White British heritage. The proportions of pupils from minority ethnic backgrounds or who speak English as an additional language are below the national averages. The proportion of disadvantaged pupils is below the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. In 2017, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have not been quick enough to prioritise and take action against all of the areas for improvement identified in the last inspection. Leaders’ plans for improvement are not sufficiently sharp. They lack the precision necessary to support school improvements. The governing body are not tenacious enough in challenging the school’s leaders about pupils’ attainment and progress. The quality of teaching and learning in key stages 1 and 2 is not consistently good. Too often, the most able pupils do not make enough progress in lessons because they are not challenged effectively. Teachers’ expectations of the presentation of pupils’ work and the accuracy of their spelling and use of punctuation are not high enough. Pupils, including those who are disadvantaged, do not make as much progress as they should in reading, writing and, particularly, mathematics in key stage 2. The school has the following strengths The new headteacher is quickly building a cohesive, enthusiastic team of staff who are committed to taking the school forward. Children make a very good start to their school education in the early years. They make good progress due to the quick identification of their needs and actions to address them. The proportions of pupils achieving the standard expected for their age are above the national averages in reading, writing and mathematics in key stages 1 and 2. Pupils’ behaviour and conduct in classrooms and around the school are consistently good. Pupils collaborate and work very well together. Senior leaders and the governing body have established stability in staffing. The school’s promotion of pupils’ personal development and welfare is very effective. Pupils are positive, confident and caring. They feel safe, and are kept safe.