Old Catton CofE VC Junior School

About Old Catton CofE VC Junior School Browse Features

Old Catton CofE VC Junior School

Name Old Catton CofE VC Junior School
Website http://www.oldcatton.norfolk.sch.uk
Ofsted Inspection Rating Good
Inspection Date 09 May 2013
Address Church Street, Old Catton, Norwich, Norfolk, NR6 7DS
Phone Number 01603426973
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 230 (53% boys 47% girls)
Number of Pupils per Teacher 21.3
Local Authority Norfolk
Percentage Free School Meals 13.5%
Percentage English is Not First Language 8.3%
Persisitent Absence 8.7%
Pupils with SEN Support 11.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Old Catton CofE VC Junior School is smaller than most junior schools. Most of the school’s population is White British. Other pupils in the school come from a range of minority ethnic groups. The proportion of pupils supported by the pupil premium is average. This provides extra government funding for pupils known to be eligible for free school meals, children from service families and those who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs supported through school action is above average, and those supported through school action plus or with a statement of special educational needs is average. The school has become federated with White Woman Lane School since the previous inspection. Both schools have had one governing body since September 2012, and one headteacher since September 2009. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement is good. Standards are improving and the vast majority of pupils in all year groups, including disabled pupils and those who have special educational needs, achieve well. Pupils learn to read well. They use phonics skills (linking sounds and letters) effectively, understand what they are reading and use their skills of predicting what will next occur in a story to good effect. Pupils eligible for the pupil premium make good progress. Teaching is mostly good. Pupils are interested in their work, enjoy learning and respond very well to teachers’ questions. The school has a positive set of values and pupils feel safe. They get on well with each other so bullying is rare and behaviour is good. Attendance continues to improve. The school’s leaders have a clear focus on raising standards, improving teaching and enabling pupils to achieve well. The governing body is effective in challenging and supporting the school. Governors know the strengths of the school and what still needs to be done for it to go further forward. It is not yet an outstanding school because : Pupils’ progress in writing is not as good as it is in reading. Teaching assistants are not used to full effect in helping pupils to make progress, particularly in the opening and closing parts of lessons. Teachers do not record when pupils have been given personal targets. Neither do they record how many times pupils have been successful in meeting their targets. School leaders do not always follow up agreed improvement points for teachers regularly enough. The best practice in the school has not been shared widely enough to bring about consistently good teaching in every subject. Pupils’ personal targets are not shared with parents often enough in a written form so that they can better support their children’s learning.