|Name||Okeford Fitzpaine Church of England School|
|Ofsted Inspection Rating||Inadequate
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||07 March 2018|
|Address||The Cross, Okeford Fitzpaine, Blandford Forum, Dorset, DT11 0RF|
|Religious Character||Church of England|
|Number of Pupils||38 (36% boys 64% girls)|
|Number of Pupils per Teacher||14.6|
|Academy Sponsor||Sherborne Area Schools' Trust|
|Percentage Free School Meals||44.7%|
|Percentage English is Not First Language||2.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is much smaller than the average-sized primary school. Numbers on roll have decreased sharply in the last 12 months. There are three classes. One class is for early years and Year 1 pupils, one class is for Year 2 and 3 pupils, and there is a class for Years 4, 5 and 6. There have been considerable staff changes since the last inspection. There have been a number of acting headteachers. The current principal has been in post since September 2017. She also has a part-time teaching commitment. A new principal has been appointed for April 2018. Apart from the principal, no teaching staff have permanent contracts. September 2017 saw a 100% change in teaching staff. The proportion of pupils known to be eligible for support from the pupil premium is in line with the national average. The proportion of pupils who receive special educational needs support and those who have a statement of special educational needs or an education, health and care plan is above the national average. Pupil numbers at the end of key stage 2 are too small for the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6, to apply. The school has been supported by Southern Academies Trust. Very recently, governors have commissioned support from the Salisbury Church of England Diocese to provide school improvement support. Additional local authority support has also been in place since summer 2017.
Summary of key findings for parents and pupils
This is an inadequate school Leaders, including governors, do not have capacity to bring about the rapid improvement needed for the school to function as it should. External partners have not provided timely support. This has left new leaders and teachers without much needed help. Leaders have not stemmed the school’s decline. As a result, pupils’ progress and achievement in reading, writing and mathematics have been slow over time. Current leaders and teachers have started to rebuild the school. However, their actions are not sufficient to address the school’s endemic weaknesses. Pupils are not well prepared for their next stage of education. Leaders and governors have not ensured that the national curriculum is taught in full. Until very recently, core aspects of the English and mathematics curriculum were not taught. Teaching is inadequate. It is poorly planned. Pupils of different ages in the same class do not receive work that meets their needs. Teachers do not use their assessments well enough. Intervention is not helping pupils catch up quickly. Gaps in pupils’ learning are left unresolved. So, very few pupils are working at the standards expected for their age. The most able pupils, disadvantaged pupils, and those pupils who have special educational needs (SEN) and/or disabilities do not make enough progress over time. Provision in the early years is inadequate. Teaching is not closely matched to children’s needs. Adults do not provide adequate support or challenge to help children learn well. Teachers do not routinely pick up on or notice when pupils go off task. This missed learning time is too readily accepted. As a result, pupils’ underachievement persists. The school has the following strengths Since in post, the principal has been relentless in her drive for improvement. Parents and carers welcome the changes that have been introduced. Leaders have acted quickly to improve safeguarding arrangements and pupils’ personal development and welfare.