New York Primary School

Name New York 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 22 May 2013
Address Langrick Road, New York, Lincoln, Lincolnshire, LN4 4XH
Phone Number 01205280320
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 19.3
Academy Sponsor Horncastle Education Trust
Local Authority Lincolnshire
Percentage Free School Meals 34%
Pupils with SEN Support 41.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is much smaller than the average-sized primary school. It is part of a ‘federation’ with a similar-sized school (Frithville Primary School) located about six miles away. This means that the schools share an executive headteacher and governing body. The school has two classes. Class 1 is for children in Reception and pupils in Years 1 and 2. Class 2 is for pupils in Years 3 to 6. The number of pupils in each year group can vary significantly from one year to the next. An above-average proportion of pupils (more than half the school population) are supported by the pupil premium, which provides additional funding in this school for pupils in local authority care and those known to be eligible for free school meals. The proportion of pupils who join or leave partway through their primary school education is well above average. Almost all pupils are White British. A few come from Eastern Europe. A small number are at an early stage of learning English. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion supported through school action plus or a statement of special educational needs is well above average. There are too few pupils in Year 6 each year to make a valid comparison against the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement has accelerated during this academic year. It is now good and attainment is rising. Children in Reception have a good start to school life and make good progress. Teaching has improved markedly in the last two years. It is good overall and is leading to good learning for all groups of pupils. Different subjects are taught through challenging, imaginative and well-planned activities, in a way that captures pupils’ interest and nurtures their eagerness to learn. Pupils are proud of their school. They say they are happy, and feel safe and well looked after. Teachers and other adults have good relationships with pupils. This ensures that pupils’ attitudes to learning and their behaviour are good. The executive headteacher’s leadership and drive are at the heart of the improvements to teaching and learning since the last inspection. Growing links with other local schools are helping to ensure that teachers can share training with colleagues to give the very best support for disabled pupils and those who have special educational needs. Strong teamwork among the staff leads to good teaching and learning, particularly in Key Stage 2. It is not yet an outstanding school because : Not enough teaching is outstanding. In some lessons, teachers set work that is too easy or too hard for some pupils. Teachers do not always make the most of pupils’ eagerness by encouraging them to explore learning without direct supervision. Adults throughout the school do not demand high enough standards in the quality of pupils’ presentation of their work, and of their handwriting in particular.