|Name||Ongar Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||27 April 2016|
|Address||Milton Crescent, Shelley, Ongar, Essex, CM5 0FF|
|Religious Character||Does not apply|
|Number of Pupils||143 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.9|
|Academy Sponsor||Bridge Academy Trust|
|Percentage Free School Meals||18.2%|
|Percentage English is Not First Language||7%|
|Pupils with SEN Support||16.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is a smaller-than-average-sized primary school with small numbers in some year groups. The number of pupils on roll has risen over the last academic year. Most pupils are White British. The proportion of pupils who speak English as an additional language is below average. The proportion of pupils from minority ethnic backgrounds is low; however, this number has increased during 2015. In key stage 2 pupils are taught in two mixed-age classes. This is currently organised as a Year 3/4 class and a Year 5/6 class. The proportion of pupils supported by the pupil premium is above the national average. This additional government funding is to support pupils who are known to be eligible for free school meals or who are in the care of the local authority. The proportion of pupils who have special educational needs or disability and receive support is below average. However, the proportion of pupils with a statement of special educational needs or an education, health and care plan is broadly in line with the national average. A breakfast club is led by the school and provides before-school care. The school meets the government.s current floor standards, which are the minimum expectations for pupils. attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher, along with other leaders, has successfully improved the quality of teaching, learning and assessment. This has resulted in improved pupil outcomes in reading, writing and mathematics. The governing body now has a good knowledge of all aspects of its role and duties. It competently holds leaders to account for the continued improvement of the school. Attainment in key stages 1 and 2 is improving. This is ensuring that pupils are well prepared for the next stage in their education. Pupils make good progress in reading, writing and mathematics. This is due to more effective teaching that meets all pupils. needs. Teachers plan skilfully across a range of subjects to motivate pupils. Due to this, pupils are making accelerated progress. The curriculum is strong. It is planned to enable pupils to achieve success and deepen their spiritual, moral, social and cultural development. Pupils are well cared for and safe. Staff carefully assess what each pupil needs and make sure the support they provide makes a difference to pupils. well-being, and consequently their learning. It is not yet an outstanding school because : Newly appointed leaders of early years and mathematics have not yet had enough time to fully implement all actions that will raise overall attainment even more. Although children now make good progress in the early years, some boys are not making rapid enough progress to enable them to be ready for Year 1. Not all teachers use the school assessment system precisely enough to check some pupils. engagement and progress in lessons.