|Name||Osgodby Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 May 2019|
|Address||Main Street, Osgodby, Market Rasen, Lincolnshire, LN8 3TA|
|Religious Character||Does not apply|
|Number of Pupils||96 (51% boys 49% girls)|
|Number of Pupils per Teacher||18.6|
|Percentage Free School Meals||3.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||3.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The headteacher of the school took up post in April 2017. Many leaders and teachers are new to the school following significant staffing changes in the last two years. The senior teacher was absent during the inspection. The school is smaller than the average-sized primary school. The proportion of pupils with SEND is below the national average. The proportion of disadvantaged pupils is below the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are well below the national averages.
Summary of key findings for parents and pupils
This is a good school The headteacher is an inspirational leader. He has cultivated an excellent senior leadership team. Together, they have rapidly improved the quality of education pupils receive. Leaders and governors are reflective. They know the strengths and weaknesses of the school’s performance. Leaders and staff know pupils well. Relationships between staff and pupils are excellent. They have high expectations and are aspirational for every pupil. Staff morale is high. They are proud to be part of the school. Staff value the training they receive, and the support given from senior leaders. The provision for pupils with special educational needs and/or disabilities (SEND) is effective. The governing body is a cohesive and effective team. Governors are increasingly knowledgeable and hold leaders to account effectively. Pupil premium funding is used effectively. Pupils receive targeted support to improve academic, social and emotional skills. There is a strong safeguarding culture in school. Leaders ensure that pupils’ safety and well-being are paramount. Teachers and teaching assistants have strong subject knowledge in most subjects. They use questioning effectively to deepen pupils’ understanding. The quality of teaching and learning in phonics is a strength of the school. Pupils enjoy coming to school. Attendance and punctuality are very good. Pupils are polite, friendly and respectful. Outcomes in reading, writing and mathematics at the end of key stage 2 are strong. Pupils are well prepared for the next stage of education. The leadership of the early years is good. Children make a good start to their education. The curriculum is broad and balanced and provision for pupils’ spiritual, moral, social and cultural development is improving. However, there are too few opportunities for pupils to learn about other people, places and religions of our world, in sufficient depth. The quality of teaching in mathematics has rapidly improved. However, work is not well matched to some pupils’ abilities in the early years and key stage 1. The quality of pupils’ writing is typically good. However, some teachers and pupils do not have high enough expectations of spelling and handwriting.