|Name||Morland Church of England Primary School|
|Ofsted Inspection Rating||Inadequate
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||14 June 2017|
|Address||Morland Road, Ipswich, IP3 0LH|
|Religious Character||Church of England|
|Number of Pupils||402 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.9|
|Academy Sponsor||St Edmundsbury And Ipswich Diocesan Multi-Academy Trust|
|Percentage Free School Meals||26.1%|
|Percentage English is Not First Language||10.7%|
|Pupils with SEN Support||9.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger than average-sized primary school. The proportion of pupils from minority ethnic backgrounds is well below average. The proportion of pupils who speak English as an additional language is well below average. The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is similar to the national average. Children attend two part-time Nursery classes and two full-time Reception classes. The vast majority of children transfer from Nursery to the Reception class. No pupils attend any alternative form of education away from the school site. The visit is the first section 5 inspection carried out since the school became a voluntary aided school in September 2014. The new headteacher was appointed in April 2017 and had been in post for seven weeks at the time of the inspection. The school does not meet requirements on the publication of information about the names of any phonics or reading schemes used in key stage 1 on its website.
Summary of key findings for parents and pupils
This is an inadequate school Leaders have not fulfilled their duties to effectively safeguard pupils. Governors have not held senior leaders to account; they have too readily accepted what leaders have told them. As a result, they do not have an accurate view of the school’s strengths and weaknesses. Additional funding is not used effectively to improve the achievement of disadvantaged pupils. Arrangements for the management of teachers’ performance have lacked rigour. Until recently, teachers have not been held to account for pupil outcomes. Opportunities for pupils to develop their writing skills in subjects other than English are not well developed. As a result, progress is limited. Pupils are not taught well enough to develop the skills they need to understand texts that are more difficult. Teachers’ expectations of what the most able pupils should achieve are too low. As a result, not enough of them achieve higher levels in reading, writing and mathematics. Early years provision requires improvement because children’s progress is not consistently good. Children, including the most able, are not always suitably challenged and assessment is not wholly accurate. Some pupils do not take pride in their work or embrace the ‘Morland’ values. The school has the following strengths The new headteacher has an accurate view of the main strengths and weaknesses of the school and has the support of the staff, governors and parents. Pupils enjoy coming to school. Their attendance is consistently above the national average. There is a wide range of opportunities offered to pupils to develop their social and cultural understanding. The teaching of phonics is strong in key stage 1 and built on well in key stage 2.