|Name||Ormsgill Nursery and Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 June 2019|
|Address||Mill Bank, Barrow-in-Furness, Cumbria, LA14 4AR|
|Religious Character||Does not apply|
|Number of Pupils||188 (53% boys 47% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||41%|
|Percentage English is Not First Language||0.5%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Almost all pupils are of White British heritage. The proportion of disadvantaged pupils is well above average. The proportion of pupils receiving support for SEND is well above average. The proportion of pupils with education, health and care (EHC) plans for complex needs is five times the national average. The number of pupils on roll has increased significantly in the last three years. A higher than usual proportion of pupils joined the school after the start of the Reception year. The headteacher is in his third year at the school. A number of new teaching staff have also joined the school since the last full inspection in 2013. The local authority has provided support for improvement in the early years provision.
Summary of key findings for parents and pupils
This is a good school The headteacher has high expectations of staff and ambition for pupils. He has inspired staff to secure improvements, following a period of decline in pupils’ outcomes and behaviour before his appointment. Staff and pupils uphold the school’s aims, to ‘Be kind. Be calm. Do your best.’ The school is inclusive, and pupils are kind and considerate towards each other. They feel safe and are extremely happy at school. Behaviour in lessons is good. Personal and social development is a strength. Personal support for vulnerable pupils and pupils with special educational needs and/or disabilities (SEND) is outstanding. The broad curriculum and extensive enrichment opportunities support pupils’ personal and academic achievement effectively. Leadership of English, mathematics and early years is effective. Leadership of science, history, geography and the arts is not as well developed. Subject leaders ensure that pupils develop their skills progressively, but their role in improving teaching and learning is limited. Teaching and learning are good. Teachers have welcomed opportunities for training and implemented new approaches with skill and enthusiasm. Pupils’ progress has improved significantly at key stage 1 and in writing across the school. Leaders have improved teaching in reading and mathematics and pupils’ progress in these subjects is improving across the school. However, changes are not fully embedded and have not yet had an impact on standards at key stage 2. Keeping pupils safe is of utmost importance to all staff. They are vigilant and promote pupils’ awareness of how to keep safe and healthy tirelessly. Bullying is rare. Children in the early years make good progress. There is a relatively high proportion of children with SEND, and while they do not reach a good level of development they make good progress from their starting points. Children are motivated by the range of exciting activities. There are times, however, when adults do not make the most of opportunities to develop children’s language and literacy skills. Governors and leaders have a good understanding of the school’s performance. They have secured improvements to teaching and behaviour, which are having a positive impact on pupils’ outcomes. They have the skills and capacity to secure further improvements.