Occold Primary School

Name Occold Primary School
Website www.occoldprimaryschool.org/
Ofsted Inspection Rating Good
Inspection Date 29 September 2011
Address The Street, Occold, Eye, Suffolk, IP23 7PL
Phone Number 01379678330
Type Academy
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 59 (52% boys 48% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor All Saints Schools Trust
Local Authority Suffolk
Percentage Free School Meals 3.4%
Percentage English is Not First Language 3.4%
Pupils with SEN Support 16.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Although this school remains much smaller than most primary schools, the number on role has increased by almost 40 percent since the previous inspection. This means that more pupils than average join the school after the usual time of entry. Almost all pupils are White British and all have English as their main language. The proportion of pupils known to be eligible for free school meals is very small. The percentage of pupils with special educational needs and/or disabilities is similar to that in most primary schools. The school provides a breakfast club each morning. At the time of the last inspection, the school had just formed a federation with a local school, sharing its headteacher. This was disbanded after 18 months and the headteacher returned to his full-time commitment at Occold School. The school holds several awards including the middle level of the International Schools Award, and the Silver Eco award. It shares good practice locally in the teaching of French in primary schools.

Main findings

This is a good school that puts pupils’ welfare at the heart of all its work. There is a strong sense of community where new pupils are swiftly made welcome. Parents and carers are included and make a good contribution to the life of the school. During the time the school shared its headteacher with another school, there were several changes in staffing and some pupils, including the oldest, did not have the continuity of teaching they needed to continue to make good progress. However, this has now been fully addressed. Pupils now have targets for improvement based on accurate assessment of their progress. Pupils in Year 6 are already working at the levels normally expected at the end of their final year in school. The swift action by the governing body to dissolve the federation has returned the school to its well-deserved position as a good school in the heart of the community. The school’s plans for improvement show that leaders have a good understanding of the school’s strengths and what needs to improve. When evaluating these, just occasionally, too much emphasis is placed on actions taken rather than the impact they have had on pupils’ learning. The improvements in attainment and pupils’ progress and the governing body’s effective actions, demonstrate the school’s good capacity to improve further. Pupils behave outstandingly well, both in lessons and around the school. They are very considerate towards one another. They are concerned about the environment, as their Eco-award demonstrates, and strive to maintain healthy lifestyles. Older pupils, for example, lead the school to ‘Wake and Shake’ on the playground every morning. They feel safe in school, and feel confident to raise any concerns they may have. Pupils’ spiritual, moral and social development is outstanding and a tribute to the high levels of pastoral guidance and support they receive. Pupils of all ages have high self-esteem, enabling them to be confident learners. Teaching is good throughout the school and teachers have risen to the challenge of additional numbers and meet the needs of the range of abilities in their mixed-age classes well. However, some pupils’ targets, including those for pupils’ with special educational needs and/or disabilities, are not sharp or immediate enough. This makes it difficult for pupils to see clear improvement and to build rapidly on their successes. Monitoring of teaching and learning is not always systematic enough, resulting in some missed opportunities to share good practice and follow-up points for improvement. The curriculum is rich and interesting, with many visits, visitors and extra-curricular activities. Although all other aspects of the provision in the Early Years Foundation Stage are good, the outside area for children has some shortcomings.