Mary Elton Primary School


Name Mary Elton 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 25 January 2012
Address Mary Elton Primary School, Holland Road, Clevedon, North Somerset, BS21 7SX
Phone Number 01275876432
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 405 (53% boys 47% girls)
Number of Pupils per Teacher 23.9
Academy Sponsor Clevedon Learning Trust
Local Authority North Somerset
Percentage Free School Meals 4%
Percentage English is Not First Language 3%
Persisitent Absence 4.6%
Pupils with SEN Support 7.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

The school is larger than an average-sized primary school. It meets the current floor standard. Ninety five per cent of pupils are of White British heritage. Pupils are taught in 14 classes, two in each year group. The proportion of pupils known to be eligible for free school meals is below the national average. The proportion of disabled pupils and those with special educational needs and/or disabilities is below average but the proportion with a statement of special educational needs is average. The school has received awards for several aspects of its work, including the International Schools and Healthy Schools awards and Investors in People. A pre- school provision is based on the school site but this is not managed by the Governing Body.

Key findings

This is a good school. Most pupils flourish in both their academic and personal development. There are several outstanding features, most notably the effectiveness of the Early Years Foundation Stage and the management, delivery and impact of provision for pupils with a disability or special educational needs. Recent years have seen a steady rise in pupils’ attainment by the end of Year 6. It is now well above average in English and mathematics and this reflects good achievement over time for almost all pupils. Progress in reading is excellent throughout the school but is more variable in other subjects, both between year groups and between pupils of different abilities. Rates of overall progress are highest in Reception and Years 5 and 6. On a few occasions, more able pupils are held back in a small number of lessons by lack of challenge in their work, particularly in mathematics. Most teaching is good and some is outstanding but inconsistencies in a few aspects are causing the variations in pupils’ achievement. Teachers provide many opportunities for pupils to work collaboratively and this has good impact on pupils’ social skills. The curriculum is used very effectively to promote pupils’ cultural development and this is an area that has improved significantly since the last inspection. Pupils have excellent relationships with each other and with adults. Their good behaviour helps most lessons have a calm but busy working atmosphere, and makes playtimes enjoyable for all. Pupils say they feel very safe in school, bullying of any form is non-existent, and minor incidents of inappropriate behaviour are dealt with quickly. Effective leadership and management by senior leaders has a good impact on the school’s work through the rigorous checking of teaching and pupils’ progress in English, mathematics and science. In some other subjects, the leaders vary in their effectiveness because they are not monitoring achievement across the school thoroughly enough or planning the action necessary to improve achievement.