Martins Wood Primary School

Name Martins Wood Primary School
Ofsted Inspection Rating Good
Inspection Date 14 November 2017
Address Mildmay Road, Stevenage, Hertfordshire, SG1 5RT
Phone Number 01438222602
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 726 (50% boys 50% girls)
Number of Pupils per Teacher 23.0
Local Authority Hertfordshire
Percentage Free School Meals 7.4%
Percentage English is Not First Language 8.7%
Persisitent Absence 12.7%
Pupils with SEN Support 10.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school meets requirements on the publication of specified information on its website. Martins Wood is significantly larger than the average-sized primary school. Most pupils are from white British backgrounds. The proportion of pupils for whom English is an additional language is below average. The proportion of pupils who are disadvantaged and who are supported by the pupil premium grant is below average. The proportion of pupils who have SEN and/or disabilities is average. The school has a pre-school which opened in April 2015. The nursery provides education for some children part time and others who attend for 30 hours a week. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Since the previous inspection, leaders and governors have improved the quality of teaching, learning and assessment across the school. Pupils are now making better progress from their starting points as a result. Governance has improved since the previous inspection. Governors now have a more secure understanding of what the school does well and what still needs to improve. Pupils make very strong progress in reading in both key stages. Leaders have effectively prioritised this subject as an area for improvement. The most able pupils are making the progress of which they are capable in writing. The proportion of pupils who worked at the higher standard in 2017, in key stage 2, was above the national average. Pupils who have special educational needs (SEN) and/or disabilities are supported well. These pupils make good progress from their individual starting points. The quality of provision in the early years continues to be a strength of the school. Children achieve well and are well prepared for their start in Year 1. Leaders provide pupils with rich learning experiences and opportunities. Reading, French and music are taught particularly well and most pupils make good progress in these subjects. Pupils behave well in lessons and at playtime. They are eager to learn and have positive attitudes to their work. Pupils are confident and respectful. Pupils receive clear guidance from adults on how to improve their work in English and mathematics so they now make rapid progress. Disadvantaged pupils do not make enough progress from their starting points in writing. The proportion of pupils who reached the expected standard in key stage 2 was below that of other pupils nationally. The progress pupils make in subjects other than English and mathematics remains too varied. Pupils of different abilities do not yet receive the precise support and challenge they need to excel. Middle leaders are not yet fully effective across all subjects. Some teachers’ expectations of what pupils can learn in mathematics are not high enough. Some adults do not use the information they have about pupils’ abilities well to plan learning that meets their needs. Pupils do not yet make consistent and rapid progress in key stage 2.