Old Newton Church of England Primary School

About Old Newton Church of England Primary School Browse Features

Old Newton Church of England Primary School


Name Old Newton Church of England Primary School
Website http://www.oldnewton.suffolk.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 08 December 2011
Address School Road, Old Newton, Stowmarket, Suffolk, IP14 4PJ
Phone Number 01449673257
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 89
Number of Pupils per Teacher 16.7
Academy Sponsor The Tilian Partnership
Local Authority 935
Percentage Free School Meals 9%
Percentage English is Not First Language 2.2%
Persisitent Absence 9.2%
Pupils with SEN Support 3.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a small school in a rural location in the village of Old Newton. Almost all pupils are of White British heritage. At around 10%, the proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils with special educational needs and/or disabilities is average. The Early Years Foundation Stage comprises a mixed Reception and Year 1 class. Other pupils are also taught in mixed-age classes, combining Years 1 and 2, and Years 3 and 4. A new, acting headteacher was appointed in September 2011. The school has national Healthy Schools status and has gained the bronze level Eco Schools award.

Main findings

This is a good school because teachers and the acting headteacher work closely together to ensure pupils are challenged by the work they are given to do. As a consequence, all groups of pupils make good progress and by the end of Year 4, most reach levels of attainment which are above average. Since arriving at the school, the acting headteacher has worked effectively to gain an accurate view of its work. She has quickly developed plans which are well focused on improving areas that have been identified. For example, the focus on improving reading has been particularly effective because the teaching of sounds and letters (phonics) is a strong feature of the school. This is also helping to improve writing and ensures pupils make rapid progress in English. Progress in mathematics is not quite as rapid because pupils are too dependent on teachers to guide their improvement. They are not expected to respond often enough to the comments in their books. The good provision in the Early Years Foundation Stage means that children make a good start to their learning. The quality of teaching is good and teachers use assessment systems well, know the pupils as individuals and plan work that challenges them. Lessons usually move on at a good pace. Pupils with special educational needs and/or disabilities make good progress because they are well supported in their work and are helped to overcome difficulties they may face. Attendance is high: pupils enjoy coming to school and like the topics they study. Parents and carers confirmed that their children like being at school. The words of one parental comment echoed the views of many in saying, ‘There is a wonderful ‘family’ feel to the school. The children leave rounded, polite and prepared for their future.’ This is a consequence of the exceptional care, guidance and support that pupils receive from all the adults. Pupils feel exceptionally safe and get along well, with older pupils taking opportunities to be positive role models for younger pupils. They appreciate the many opportunities to reflect on spiritual matters or consider moral dilemmas and respond sensitively to these. Opportunities for cultural and social experiences are well planned and help pupils to widen their views of the world. Pupils’ spiritual, moral, social and culture development is excellent. Members of the governing body are highly committed to ensuring the best possible education for the pupils and are well informed about what data show about the school. Together with the improvements already implemented by the acting headteacher in a short space of time, and the accurate self-evaluation of senior leaders, this means that the school has good capacity to sustain and bring about further improvements.