|Name||Offord Primary School|
|Ofsted Inspection Rating||Inadequate|
|Inspection Date||13 November 2018|
|Address||Millers Close, Offord Darcy, St Neots, Cambridgeshire, PE19 5SB|
|Religious Character||Does not apply|
|Number of Pupils||106 (60% boys 40% girls)|
|Number of Pupils per Teacher||22.7|
|Academy Sponsor||The Cam Academy Trust|
|Percentage Free School Meals||6.6%|
|Percentage English is Not First Language||0.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much smaller than the average-sized primary school. Pupils are taught in mixed-age classes, apart from early years. The percentage of disadvantaged pupils is much lower than the national average. The school’s deprivation score is low. There is a similar percentage of pupils with SEND to that seen in most schools nationally. The percentage of pupils with an education, health and care plan is higher. The governing body has recently changed its structure to a ‘circle of governance’ model. This involves pairs of governors, rather than committees and monthly full governing body meetings. The school has brokered support from an external adviser this year. He is supporting the governing body and senior leaders.
Summary of key findings for parents and pupils
This is an inadequate school School leaders and governors have not responded effectively to a decline in standards over time. They do not demonstrate the knowledge and understanding to ensure that the school rapidly improves. Actions taken by leaders have not been routinely checked to ensure that they are making a difference. The governing body accepts information provided to it too readily. Governors are slow to act upon inadequacies and do not have an accurate view of the school’s performance. School leaders have an overinflated view of the school’s effectiveness. The school’s improvement planning is imprecise and lacks focus. Middle leaders do not contribute adequately towards school improvement. They do not have a good understanding of their roles and responsibilities. Teachers’ expectations are too low. Pupils do not make the progress they are capable of. This is particularly the case in mathematics. Staff do not understand the school’s current assessment system or use assessment information effectively to plan effective teaching and future learning. Many pupils, particularly the most able, are provided with work that is too easy and lacks challenge. Pupils repeat work that they can already do. Pupils with special educational needs and/or disabilities (SEND) do not make adequate progress. Children in early years do not make as much progress as they could. Too few exceed the early learning goals. The school has the following strengths Pupils with SEND are well supported and cared for pastorally. This ensures they can participate in all aspects of school life. Behaviour in lessons is good. Pupils engage with their learning and cooperate well. The school gives pupils’ well-being and personal development a high priority. Staff know pupils well and care for them diligently. Pupils enjoy the wider thematic curricular opportunities provided when studying subjects other than mathematics and English.