|Name||Old Fletton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||24 November 2011|
|Address||London Road, Old Fletton, Peterborough, Cambridgeshire, PE2 9DR|
|Religious Character||Does not apply|
|Number of Pupils||447 (51% boys 49% girls)|
|Number of Pupils per Teacher||25.2|
|Percentage Free School Meals||20.7%|
|Percentage English is Not First Language||32.9%|
|Pupils with SEN Support||13.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Old Fletton is larger than most primary schools. The large majority of pupils are White British. A very small but diverse minority of pupils speak English as an additional language, with over 20 different first languages spoken. The proportion of pupils known to be eligible for free school meals is above average. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special educational needs, is high. Pupils in the Early Years Foundation Stage are taught in the Nursery and Reception classes. Pupils in other key stages are taught in mixed-age classes containing two year groups. An above-average proportion of pupils join and leave the school outside the normal times. The school runs a breakfast club and an after-school club. It has Healthy Schools status.
Old Fletton is a good school. Pupils make good progress because the teaching is consistently good and all staff have high expectations of what pupils can achieve. The headteacher’s outstanding leadership has driven improvement forward at a rapid pace, with very good support from the deputy headteacher and phase leaders. There is a shared vision for the school based on ‘CARE’ values that emphasise ‘Celebrating success, Aiming high, Respecting others and Embracing challenge’. The school engages extremely well with parents and carers, keeping them very well informed about its work and the progress of their children. Parents and carers particularly appreciate the school’s positive ethos and its outstanding care, guidance and support. One, speaking for many, said, ‘It is very obvious that the teachers love their jobs and care a great deal about all the children’. Children join the nursery with skills and abilities often well below those usually expected for their age, but all pupils achieve well during their time at the school and reach standards that are broadly average by the end of Year 6. Provision in the Early Years Foundation Stage is outstanding, with exciting and innovative activities that inspire children and enable them to achieve extremely well. Throughout the school, teachers use questions well to extend pupils’ thinking and lessons are well organised and purposeful. The pace of learning is mostly brisk, with good use of technology. Standards in writing have risen considerably following the introduction of a new approach to teaching sentence construction. Some pupils lack confidence in mathematics when faced with problems based on everyday situations. While much of the marking of pupils’ work in English and mathematics is good, there is some variation in how this helps them to improve, as some comments are too complicated. The good curriculum is enriched well. Pupils enjoy special afternoons when they study interesting topics such as film-making and global art in all-age groups. The innovative use of electronic tablets in Key Stage 1 is a particular success. To date, the curriculum has rightly focused on developing pupils’ basic skills. With standards rising, the school has identified that it is a good time to encourage pupils to shape their own learning more and to plan a more thematic approach to the curriculum across different subject areas. Outstanding pastoral care ensures that all pupils, including those whose circumstances may make them vulnerable, play a full part in school life. Special provision, such as a sensory room, meets a wide variety of needs. The school has been successful in raising attendance, which is now above average. Pupils’ behaviour is exemplary in school and outside, and they show great consideration towards one another. They have an excellent understanding of how to live a healthy lifestyle and take part in many sports as well as running their own, such as a dance club. Pupils make a good contribution to the school and their wider community, willingly taking on responsibility and making their views known, for example about road safety. Very effective systems for monitoring the work of the school mean that leaders and managers have a good understanding of what the school does well and what it could improve further. Phase leaders in particular produce detailed ‘impact reports’ that show the effect of initiatives on outcomes for pupils. The good progress since the last inspection, combined with a strong momentum for change and a consistency of approach among all staff, ensures that the school’s capacity for further improvement is good.