Orgill Primary School

Name Orgill Primary School
Ofsted Inspection Rating Good
Inspection Date 22 February 2012
Address Southey Avenue, Orgill, Egremont, Cumbria, CA22 2HH
Phone Number 01946820234
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 278 (47% boys 53% girls)
Number of Pupils per Teacher 19.5
Local Authority Cumbria
Percentage Free School Meals 25.1%
Percentage English is Not First Language 0.4%
Persisitent Absence 2.1%
Pupils with SEN Support 9.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is a smaller than average-size school. The proportion of pupils known to be eligible to free school meals is above the national average. Almost all pupils are from White British backgrounds. The proportion of disabled pupils with those with special educational needs is below the national average. The school meets the current floor standard. The school has the Gold Inclusion Charter Mark and the Early Years Foundation Stage Leading Aspects Award. The school offers a breakfast club managed by the governing body. On the same site is a children’s centre providing integrated services for children and their families in the community. This setting did not form part of the inspection, but a report about the quality of the provision can be found on the Ofsted website. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

This is a good school. It is an energetic community providing a purposeful, caring environment where pupils enjoy learning. Parents, rightly, feel that their children are safe and looked after well. Pupils make good progress from their starting points in the Early Years Foundation Stage so that, by the end of Key Stage 2, their attainment is broadly average in English and mathematics and their achievement is good. The school is not outstanding overall because teaching does not yet promote outstanding achievement. Teaching is good. Positive relationships between staff and pupils motivate the pupils. Good questioning in lessons extends pupils’ language and learning effectively. There are many opportunities to practise writing skills and marking tells pupils clearly how to improve their work. Teaching is not outstanding, however, because work does not always match pupils’ needs closely. Expectations for the quality of spelling and handwriting are not consistently high. Pupils do not always have enough opportunity to respond to the guidance that marking gives them. Pupil’s behaviour is consistently good, both in lessons and around school. They show good levels of engagement, courtesy and cooperation. Pupils make a significant contribution to the smooth running of the safe school environment. Good behaviour is recognised by parent and carers. The headteacher and senior leaders know the school’s strengths and weaknesses and are constantly driving improvement. However, the goals set in the school improvement plan to raise attainment and improve progress are not specific enough. Leaders are continually checking that the curriculum excites pupils as well as having an emphasis on developing basic skills, although pupils do not have enough access to information and communication technology (ICT) to support their independent learning. The school has strong links with parents and carers and partners such as other schools and external agencies.