|Name||Morville CofE (Controlled) Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 June 2017|
|Address||Morville, Bridgnorth, Shropshire, WV16 4RJ|
|Religious Character||Church of England|
|Number of Pupils||47 (48% boys 52% girls)|
|Number of Pupils per Teacher||19.6|
|Academy Sponsor||Diocese Of Hereford Multi Academy Trust|
|Percentage Free School Meals||2.1%|
|Percentage English is Not First Language||0%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is much smaller than the average-sized primary school. The proportion of disadvantaged pupils supported by the pupil premium funding is well below the national average. A large majority of pupils come from a White British background. The proportion of pupils who speak English as an additional language is well below the national average. The proportion of pupils who have special educational needs and/or disabilities is just above the national average. The government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics for pupils by the end of Year 6, do not apply to this school. This is because it is a small school and there were only four pupils in Year 6 in 2016. The school is part of the Bishop Anthony Educational Trust, which has legal and strategic responsibilities for all of the schools within the trust. The local governing body supports and challenges the school, as well as providing a link with the local community. The school opened as an academy in September 2014. When its predecessor school was inspected by Ofsted in May 2014, it was judged to require improvement. The executive headteacher started at this school in September 2014. She leads this school and one other school.
Summary of key findings for parents and pupils
This is a good school The executive headteacher provides strong and purposeful leadership. Her vision and drive have led to significant improvements in teaching since the school opened as an academy. Leaders identify and tackle weaknesses effectively. For example, leaders and teachers refined their approach to the teaching of writing. Consequently, progress in writing has improved and is now good. Governors and the trust provide effective support and challenge. Governors know the school well and are dedicated to its improvement. The trust’s chief executive officer also has a precise understanding of the school. Leaders use external expertise to deliver training to staff. Teachers are receptive to training and it helps them to improve. Consultants are used well to challenge and support leaders’ evaluation of teaching. Teachers have created a reading culture in the classrooms and at home. Pupils display a love of reading and can talk about their favourite authors. Teachers’ good subject knowledge is enabling pupils to develop higher-level reading skills and make good progress. Teachers do not have consistently high expectations for the presentation of pupils’ written work. Pupils’ progress in mathematics is slower than in English. This is because teaching does not provide a consistent level of challenge and some pupils are not moved onto more challenging work when they are ready. Pupils who have special educational needs and/or disabilities are well supported in class and make good progress. However, the impact of the additional support that they receive is not evaluated with sufficient precision. Children in the early years are taught well and make good progress. Staff plan interesting and challenging activities for the children. Pupils’ conduct is impeccable. Their outstanding behaviour is supported by wonderful nurturing relationships between staff, pupils and parents. The school curriculum is purposeful. It develops pupils’ creativity and imagination. Furthermore, pupils’ learning in art, music and sport is well catered for. Pupils display positive values which are well supported by the distinctive Christian ethos of the school. However, pupils’ understanding of other faiths and cultures is not as strong. Parents are overwhelmingly positive about the well-rounded education and the individualised care that their children receive at Morville.