|Name||Minsterley Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 July 2018|
|Address||Minsterley, Shrewsbury, Shropshire, SY5 0BE|
|Religious Character||Does Not Apply|
|Number of Pupils||147 (51% boys 49% girls)|
|Number of Pupils per Teacher||18.4|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||10.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
Minsterley Primary School is smaller than the average-sized primary school. The current headteacher will retire at the end of the academic year and a new headteacher will take up the post in September 2018. The proportion of pupils supported by pupil premium funding is higher than average. The vast majority of pupils are White British. A small number come from minority ethnic groups and speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is below average. The school meets the government’s floor standards, which are the minimum standards expected nationally for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Pupils’ progress is improving following a dip in attainment in 2017. Outcomes are now consistently good across a range of subjects, including English and mathematics. The actions that the headteacher, deputy head and governors have taken have ensured that the standard of teaching is now consistently good. Governors have refocussed their work on providing good levels of support and challenge for school leaders. Teachers use effective questioning to challenge and deepen pupils’ knowledge and understanding. Assessment systems are used effectively to identify and support pupils who might be at risk of not achieving their potential. Teachers and support staff share the leaders’ expectations and values. As a result, all pupils, including those who have special educational needs (SEN) and/or disabilities, are well cared for and well supported to make good progress. Pupils enjoy the school’s pleasant and safe environment. They behave well in lessons and around the school. They respect the staff and are grateful for the support that teachers and other adults provide them with. Opportunities for different types of learning in early years, including through play, are effectively planned and enthusiastically taught. As a result, children are well prepared for learning in key stage 1. Leaders have put in place a broad, balanced and interesting curriculum that engages pupils. Staff provide pupils with good opportunities to participate in arts, science and sports activities that help them to develop new skills and aspirations. Staff are well qualified and dedicated, but there remains some variation in the effectiveness of the work of middle leaders. Teachers, particularly in key stage 1, do not always ensure that pupils present their work well, and do not routinely challenge poorly presented work. Pupils are making good progress. The standards pupils reach by the end of key stage 2 are improving rapidly. Leaders are successfully tackling previous underachievement, but some disadvantaged pupils, including the most able, do not always get work that is challenging enough.