|Name||Meridian Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2018|
|Address||Harbour Avenue, Comberton, Cambridge, Cambridgeshire, CB23 7DD|
|Religious Character||Does not apply|
|Number of Pupils||189 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.2|
|Percentage Free School Meals||4.2%|
|Percentage English is Not First Language||14.8%|
|Pupils with SEN Support||13.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is a smaller-than-average-sized primary school. The majority of pupils are White British. The proportion of disadvantaged pupils, for whom the school receives additional government funding, is well below average. In Year 6 in 2017, there were too few disadvantaged pupils for their attainment to be compared to that of others without the risk of identifying individuals. The proportion of pupils who have SEN and/or disabilities is in line with the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school has recently recruited an acting assistant headteacher. The governing body has elected a new chair of the governing body since the previous inspection.
Summary of key findings for parents and pupils
This is a good school Under the determined leadership of the headteacher and governors, an ethos of high expectations is now secure since the last inspection. Governors share the ambition to improve the school further. They play a key role in the school’s success and focus on actions that secure further improvement. Leaders ensure that the school maintains a supporting ethos of values so that pupils’ personal development and welfare, including their spiritual, moral, social and cultural development, are also good. The leadership of the early years is effective. The proportion of children attaining and exceeding a good level of development in the early years class is now good. Subject leaders are aware that they can raise achievement in mathematics and writing further by raising their expectations of what pupils can achieve through good teaching. The behaviour of pupils is good. Equality of opportunity and good relationships are fostered effectively. Outcomes for most pupils in reading, writing and mathematics are good across the school. Pupils make rapid progress in reading across the school because of the high-quality teaching of phonics and pupils’ achievement in reading by the end of key stage 1. Teachers usually match work to pupils’ abilities. However, some tasks do not provide sufficient challenge, and pupils, particularly the most able, do not always reach the higher standards in reading, writing and mathematics. Senior leaders’ plans include work to further improve teaching across all subjects. However, training does not necessarily tackle gaps in some teachers’ subject knowledge.