Ongar Place Primary School


Name Ongar Place Primary School
Website www.ongar-place.surrey.sch.uk
Ofsted Inspection Rating Good
Inspection Date 09 July 2015
Address Milton Road, Addlestone, Surrey, KT15 1NY
Phone Number 01932842785
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 201 (48% boys 52% girls)
Number of Pupils per Teacher 20.3
Local Authority Surrey
Percentage Free School Meals 16.4%
Percentage English is Not First Language 6%
Persisitent Absence 7.7%
Pupils with SEN Support 18.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available Yes

Information about this school

The school is smaller than the average-sized primary school and pupils are taught in single age classes. The school has now completed its transition from a two-form entry infant school to a one-form entry primary school. Children in the Reception class attend school full time. Most pupils are of White British heritage and few speak English as an additional language. The proportion of pupils who are known to be eligible for pupil premium funding is lower than average. This is additional funding provided by the government to support those pupils who, in this school, are known to be eligible for free school meals or who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is broadly average. The school provides a breakfast club for pupils. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. There have been significant changes to the teaching team since the previous inspection.

Summary of key findings for parents and pupils

This is a good school. School leaders have taken swift action to increase pupils’ progress in reading, writing and mathematics. Consequently, teaching is good and pupils make good progress across the school. Leaders have created a calm and happy atmosphere in which pupils feel safe and secure. Vibrant displays of pupils’ work reflect the high level of care and respect staff have for pupils. Pupils across the school make good progress to reach standards that are now above average by the end of Year 6. Teachers work hard to ensure disabled pupils and those who have special educational needs understand their learning before moving on to harder work. These pupils make good progress as a result. Teachers have high expectations for pupils. They use assessment information well to plan work that builds well on what they already know and can do. Pupils behave well in lessons and around the school. They enjoy school and this is shown in their attendance, which has improved and is above average. Children in the Reception class are very well equipped with the skills they need in all aspects of their development. They are confident, happy and they enjoy learning. The school has developed thorough procedures to assess pupils’ work following the government’s decision to remove National Curriculum levels. These link closely with the new curriculum that inspires and enthuses pupils. Governors are proud of the school. They provide good support to the headteacher and her team. They have helped the school to address the issues from the previous inspection and are well placed to continue to improve. The school provides good support for pupils with additional needs. It has effective systems in place to nurture and support pupils who occasionally find some aspects of school difficult to manage. It is not yet an outstanding school because : Some pupils in Key Stage 2 do not have a secure grasp of basic skills in spelling, punctuation and numeracy. Their handwriting is not always neat and their work is not always presented to the highest standard. Some middle leaders do not ensure that all staff implement the agreed systems to mark and assess pupils’ work. Governors do not use Key Stage 2 published performance information well enough to provide a high level of challenge to school leaders.