|Name||Osbournby Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 November 2016|
|Address||London Road, Osbournby, Sleaford, Lincolnshire, NG34 0DG|
|Religious Character||Does not apply|
|Number of Pupils||99 (57% boys 43% girls)|
|Number of Pupils per Teacher||19.8|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||1%|
|Pupils with SEN Support||6.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is much smaller than most primary schools. Few pupils are from minority ethnic backgrounds. Very few pupils are from families whose first language is not believed to be English. A lower-than-average proportion of pupils are supported by the pupil premium. A well-above-average proportion of pupils have special educational needs and/or disabilities or an education, health and care plan. In 2015, the school met the government’s floor standards. These floor standards are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. In key stage 2, all teaching staff are new to the school since the previous inspection. Most of the teachers joined the school after January 2016 and two teachers only joined at the start of this academic year.
Summary of key findings for parents and pupils
This is a good school The headteacher has ensured that the quality of education pupils receive has improved since the previous inspection. Leaders know the school inside out and have an accurate knowledge of which aspects of the school need further improvement. Governance is now effective and governors play their full part in helping to improve the school. They challenge and support leaders effectively. Weak teaching has been eradicated since the previous inspection and the quality of teaching and the use of assessment are consistently good throughout the school. Leaders help all teachers carry out their roles well. In the early years, good procedures to introduce children to school, good teaching and effective leadership and management help children make a good start to their school life. Early years children are well prepared to move into the next classes. Pupils’ books and the school’s accurate records show that pupils make good progress in all year groups. Since September, due to some good work by leaders and staff, the most able pupils are making better progress than previously. Disadvantaged pupils and pupils who have special educational needs and/or disabilities make good progress from their different starting points. Well-trained and effectively deployed teaching assistants usually make a valuable contribution to the progress of these pupils. In whole-class lessons in mathematics on a few occasions in key stage 2, those who find learning more difficult are not given enough support to maximise their progress. Parents and carers are confident that their children are kept safe in school. Pupils say they feel safe and enjoy coming to school. Levels of attendance are above average. Pupils’ personal development and behaviour are good. They work hard in lessons and concentrate well. In Years 3 to 6, pupils sometimes do not sufficiently develop the skills they are learning in English and mathematics in other contexts or in other subjects such as history, geography and science. In mathematics in Years 3 to 6, opportunities are sometimes missed for pupils to apply and develop number and calculation skills.