|Name||Otley Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2013|
|Address||Chapel Road, Otley, Ipswich, Suffolk, IP6 9NT|
|Religious Character||Does not apply|
|Number of Pupils||58 (50% boys 50% girls)|
|Number of Pupils per Teacher||15.3|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||1.7%|
|Pupils with SEN Support||8.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Otley Primary School is much smaller than the average-sized primary school. The headteacher is also headteacher of another local school that works closely with Otley Primary School. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is above average. The proportion of pupils known to be eligible for the pupil premium is similar to other schools nationally. This is additional funding to support pupils, including those known to be eligible for free school meals and those in local authority care. The very large majority of pupils are from White British backgrounds. The school had too few pupils in Year 6 to make meaningful comparisons to the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils in Key Stages 1 and 2 make good progress from their various starting points, especially in English. Children in the Early Years Foundation Stage also do well, especially in developing their communication and personal skills. Teaching is mostly good and some of it is outstanding. As a result, pupils of all abilities learn rapidly. Lessons are well planned and teachers use their knowledge of pupils to meet their needs well. For example, they pitch their questions at the right level of challenge. Pupils behave well in lessons and around the school. They feel safe, enjoy their learning and apply themselves to their work. Good relationships in the school help to motivate and engage pupils in their learning. Leaders are having a good impact. Plans for improvement target the right areas, and teachers’ performance is checked effectively. Leaders work well with parents, who are very satisfied. They also have good partnerships with other schools. It is not yet an outstanding school because : Rates of progress are slower in mathematics than in English. Marking in mathematics is not as detailed as it is in English. Leaders do not analyse and evaluate information about pupils’ achievement in the same depth in all year groups. Best practice within the school is not always used as a model to improve the quality of teaching.