|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 June 2017|
|Address||Olympic Way, Wellingborough, NN8 3QA|
|Number of Pupils||341|
|Number of Pupils per Teacher||24.8|
|Academy Sponsor||Lion Academy Trust|
|Percentage Free School Meals||25.2%|
|Percentage English is Not First Language||24.6%|
|Pupils with SEN Support||12.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is larger than an average-sized primary school. Most pupils attending the school come from the immediate area. About two thirds are from White British backgrounds with just over a third from various minority ethnic backgrounds. A fifth of the pupils, similar to the national average, speak English as an additional language. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. In 2016, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school runs a breakfast club. In September 2016, the regional schools commissioner wrote to the members and trustees of the academy’s sponsor, The Education Fellowship Trust (TEFT), due to its poor performance. In March 2017, the Department for Education agreed to a request from the trust to terminate their funding agreement for all 12 of their schools. As a result, all of them, including Olympic Primary School, will be re-brokered by the regional schools commissioner. At the time of the inspection, the new sponsor had not been confirmed and, therefore, TEFT remains in place as the sponsor until that matter is resolved.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders have not communicated priorities with sufficient clarity. Therefore, actions for improvement are not sharply focused enough to secure rapid improvement. Until very recently, the academy trust had provided limited guidance and support, and not ensured that the advisory board had governors in place who were able to challenge and support school leaders..Although leaders are taking appropriate actions to improve teaching, it is not yet consistently good across the school. Teachers in all year groups do not consistently ensure sufficient year on year progress to improve attainment. Teachers do not use assessment with adequate precision to identify the next steps in learning that will move pupils rapidly forward. Teachers are not providing consistent challenge, especially in reading, for pupils to deepen their understanding in order to achieve higher standards. Teachers across the school do not have consistently high expectations of pupils’ independence, focus, self-checking and presentation. Outcomes are not good enough, especially in key stage 2, to ensure that pupils are ready for their next stage of education. The school has the following strengths The headteacher and other leaders have established a calm and purposeful ethos, which means that pupils are ready to learn. Leaders and staff are strong role models for key values of caring and respect. Hence, pupils behave well across the school day, and show understanding and courtesy to each other. There are examples of good teaching and phonics is well taught. Pupils enjoy their learning, because topics interest and engage them. The early years leader ensures consistently good teaching, so children make a good start to school and are well prepared for Year 1. Safeguarding of pupils is effective. Pupils say they feel safe. Parents have a high level of confidence that their children are safe and well looked after.