|Name||Ormskirk Asmall Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 December 2018|
|Address||Tennyson Drive, Ormskirk, Lancashire, L39 3PJ|
|Religious Character||Does Not Apply|
|Number of Pupils||157 (44% boys 56% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||21.7%|
|Percentage English is Not First Language||2.5%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Asmall is smaller than the average-sized primary school. Almost all pupils are White British. The proportion of pupils from minority ethnic groups who attend the school is lower than average. A small proportion of pupils speak English as an additional language. The proportion of pupils with SEND is below the national average. The proportion of pupils who have an education, health and care plan is below the national average. The proportion of pupils known to be eligible for pupil premium funding is above the national average. There is one Reception class. Children attend full time.
Summary of key findings for parents and pupils
This is a good school Over the past two years, pupils have not made enough progress in reading or mathematics across key stage 2. However, inspectors found clear signs of improvement during this inspection. Pupils across the school are making strong progress in English, mathematics and many other subjects. The school’s work to promote pupils’ personal development, behaviour and welfare is outstanding. Pupils have excellent attitudes to learning. They behave exceptionally well and work hard. Pupils feel safe, valued and well cared for in school. The headteacher provides strong and effective leadership. Morale is high at the school. Staff feel valued and share the headteacher’s high ambitions for the school. School leaders have established a broad and balanced curriculum at Asmall. Teachers link subjects together meaningfully to engage pupils’ interests. Teachers also use the curriculum well to promote pupils’ spiritual, moral, social and cultural development. The teaching of phonics is effective. Pupils quickly learn how to apply their phonetic knowledge when reading and writing. Results in the phonic screening check have been above the national average over the past three years. Subject leaders make a strong contribution to school improvement. They make regular checks on pupils’ work, so that they understand the impact of teaching on pupils’ learning. They also regularly lead staff training events. Pupils are making improved progress in reading across key stage 2. However, they do not have enough opportunities to develop their comprehension skills by working regularly with challenging texts. Parents are overwhelmingly supportive of the school’s leadership team; they value highly the good relationship that they enjoy with teaching staff. Children in the early years are confident and happy. They make strong progress in their learning and are well prepared for the next stage of their education when they start in Year 1. Sometimes, teachers do not regularly provide enough challenge in mathematics. The work that they set is too repetitive and doesn’t develop pupils’ ability to use and apply their knowledge and skills. The governing body is knowledgeable about the school’s work. They understand and are clear about priorities for future developments in the school.