|Name||Ordsall Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||04 July 2018|
|Address||Ordsall Road, Retford, Nottinghamshire, DN22 7SL|
|Religious Character||Does not apply|
|Number of Pupils||533 (57% boys 43% girls)|
|Number of Pupils per Teacher||22.5|
|Percentage Free School Meals||18.4%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Ordsall Primary School is larger than the average-sized primary school. It has undergone a substantial expansion since the last inspection in 2014 and is now three-form entry in Nursery, Reception and Years 1 and 2. It is two-form entry in Years 3, 4, 5 and 6. A new building was completed in February 2018 that helps to house the expansion of the school. The headteacher formally took up post in January 2017, having worked in the school with the outgoing acting headteacher for six weeks. A new assistant headteacher, who is also the school’s SENCo, also started work at the school in January 2017. The school was identified by the local authority as requiring targeted support, which it receives from a partner school and a local authority adviser. The support is ongoing and has had a positive impact, for example to strengthen teachers’ assessment and moderation of pupils’ work. The majority of pupils are from a White British background and speak English as their first language. The proportion of disadvantaged pupils is well above the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The school meets the government’s current floor standards, which set out 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 school that requires improvement Leaders’ monitoring of standards is not conducted often enough to allow them to drive rapid improvements. Pupils do not have a strong understanding of democracy and their knowledge of different cultures is not as broad as it should be. Leaders and governors do not monitor school records as closely as they need to across all areas of the school. The quality of teaching and learning is inconsistent. Weak subject knowledge and insufficient use of prior assessment leads to slow progress for a minority of pupils. The most able pupils are not challenged frequently enough to sustain rapid progress. Pupils’ behaviour is not consistently of a high standard in class. Teaching assistants do not consistently support the pupils they are intended to help. The attainment of pupils currently in key stage 1 is low in reading, writing and mathematics. Teachers in the early years do not consistently make effective use of information about children’s prior attainment to plan learning. The school has the following strengths Senior leaders know the strengths and areas for development in teaching and learning. Grants are spent effectively to raise the attainment and progress of vulnerable pupils. Governors work closely with senior leaders and provide purposeful support and challenge, focused on the school’s plans for improvement. The school’s safeguarding culture keeps pupils safe and has the confidence of parents. Teachers frequently use real life contexts to develop pupils’ learning. Pupils make good progress when this is successfully achieved. Pupils are developing their ability to reason effectively in mathematics and other subjects. Improved outcomes in phonics are supporting reading and writing. Many pupils enjoy reading. Pupils behave well when they move around the school. The early years leader has assessed the effectiveness of this phase accurately.