Orton Wistow Primary School

Name Orton Wistow Primary School
Website www.owps.org.uk/
Ofsted Inspection Rating Good
Inspection Date 05 December 2011
Address Wistow Way, Orton Wistow, Peterborough, Cambridgeshire, PE2 6GF
Phone Number 01733370646
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 405 (52% boys 48% girls)
Number of Pupils per Teacher 24.5
Academy Sponsor Own Trust
Local Authority Peterborough
Percentage Free School Meals 3.5%
Percentage English is Not First Language 8.9%
Persisitent Absence 2.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Orton Wistow Primary School is a larger than the average sized primary school. The very large majority of pupils are from White British backgrounds. The proportion of pupils known to be eligible for free school meals is below the national average. The proportions of pupils from minority ethnic backgrounds and of those speaking English as an additional language, are below national averages. The proportion of pupils with special educational needs and/or disabilities is above the national average. The proportion of pupils with a statement of special educational needs and/or disabilities is below the national average. The school has the International Schools Award, the National Healthy Schools Award and the Active Mark.

Main findings

The school provides a good quality of education. Pupils make good progress as a result of good teaching, improved monitoring and evaluation procedures and close links with parents and carers. Leaders and managers at every level, the governing body and all staff share a determination to raise attainment which is now showing good results. One parent wrote about what the school offers: ‘This school does its best to address parents’ concerns and is willing to change tactics and styles with regards to teaching and discipline in order to find out what works best.’ Behaviour in lessons and around the school is good. Pupil relationships with each other and adults are good. Pupils are confident that they can approach an adult about any difficulty. Pupils have a clear understanding of how to stay fit and healthy and benefit from a wide range of clubs and activities. Attendance levels are high and contribute to the good and improving rates of progress. Spiritual, moral, social and cultural outcomes are outstanding and a strength of the school. Pupils’ sense of awe and wonder is reflected in high quality displays and nationally recognised school work on global links. Pupils make good progress in the Early Years Foundation Stage. As pupils move through the school attainment improves steadily for all groups in mathematics and in English; this includes girls, higher attaining pupils and pupils with special educational needs and/or disabilities. Current levels of attainment are above average. Gaps in attainment are closing quickly because middle managers’ monitoring and evaluation have improved, the curriculum is engaging and expectations are clear at all levels. Girls and boys make similar progress. Teachers’ marking and assessment strategies provide effective indications to pupils about what they still need to do to improve their work but not always about how to reach the highest levels. Good teaching meets the needs of all groups of pupils well, including at Key Stage 2, but it is not yet outstanding. Teachers and leaders have not fine-tuned their use of data so that it enables rapid and precise identification of the few remaining areas of underachievement, especially for the highest attaining pupils or those who have the potential to be in this group. An improving match of work to pupil ability has increased the rate of progress but is not always precise enough to ensure more-able pupils across the school make outstanding progress. The headteacher has focused effectively on improving attainment and moving the school forward. He is well supported by staff, including the governing body and middle managers, who are extremely proud of the school’s inclusive and reflective nature and share a common belief that the school is getting better. Safeguarding procedures meet all current requirements and are systematically reviewed. Self-evaluation is thorough and accurate; it focuses on the many strengths of the school while also highlighting what still needs to be developed. The leadership team has made its expectations clear to staff and pupils, involved the whole community in the process of change, and improved teaching and communication so that attainment is rising steadily. As a result, the school’s capacity for sustained improvement is good.