|Name||Offmore Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 September 2018|
|Address||Wordsworth Crescent, Offmore Primary School, Kidderminster, Worcestershire, DY10 3HA|
|Religious Character||Does not apply|
|Number of Pupils||313 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.0|
|Percentage Free School Meals||17.2%|
|Percentage English is Not First Language||3.8%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Offmore Primary School is slightly larger than the average-sized primary school. The majority of pupils are of White British heritage. A small minority of pupils speak English as an additional language. The proportion of pupils eligible for free school meals is broadly in line with the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. Before- and after-school provision is commissioned by the governing body from a private provider. The provision has been offered by the school since January 2018. The on-site nursery offers a limited number of spaces for two-year-olds.
Summary of key findings for parents and pupils
This is a school that requires improvement Governors have not held the headteacher to account, particularly for the impact of the pupil premium grant. The local authority was slow to intervene when standards dipped. Teaching is still inconsistent. Staff have not been supported adequately to improve their practice, particularly to support disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities. Teaching assistants do not always support pupils effectively in lessons. The curriculum does not ensure that knowledge and skills are built upon sequentially, which sometimes limits pupils’ progress. The school’s approach to teaching phonics is not implemented consistently by all staff. Attainment by the end of key stage 2 remained below national averages in reading, writing and mathematics in 2017. Progress by the end of key stage 2 in reading, writing and mathematics is now below national averages. Teachers do not use assessment information effectively to match activities to pupils’ abilities. Activities do not always allow pupils to apply their skills to deepen their learning. Some teachers do not insist on accurate spelling, punctuation and grammar. In addition to this, they do not have high enough expectations of pupils’ handwriting. This impedes pupils’ progress in writing. The school has the following strengths The acting headteacher and leadership team now have a much sharper focus on improving teaching and pupils’ outcomes. Teachers now receive professional development to improve their practice. Leaders have established a robust system for tracking pupils’ progress. This helps teachers to identify more clearly which pupils need additional support. Attainment in key stage 1 is above national averages in reading, writing and mathematics. Most parents and carers say that their children feel safe and are happy at school. Pupils enjoy learning and behave well. In the early years, children are well cared for and make good progress. Although progress for disadvantaged pupils still varies, attainment for disadvantaged pupils at the end of key stage 2 improved in 2018. Safeguarding is effective.