Otley the Whartons Primary School

About Otley the Whartons Primary School Browse Features

Otley the Whartons Primary School

Name Otley the Whartons Primary School
Website www.whartonsprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 27 June 2017
Address The Whartons, Otley, West Yorkshire, LS21 2BS
Phone Number 01943465018
Type Primary
Age Range 5-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 185 (55% boys 45% girls)
Number of Pupils per Teacher 21.6
Local Authority Leeds
Percentage Free School Meals 9.7%
Percentage English is Not First Language 1.1%
Persisitent Absence 6.1%
Pupils with SEN Support 13.5%
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. Otley the Whartons Primary School is smaller than the average-sized primary school. The proportion of pupils known to be eligible for support through the pupil premium is well below the national average. Most pupils are White British. The proportion of pupils from minority ethnic groups and who speak English as an additional language is well below average. The proportion of pupils who have special educational needs and/or disabilities is average. The school meets the government’s current floor standard, which is the minimum expectation for attainment and progress in English and mathematics at the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The skilful and resolute leadership of the headteacher and the hard work of the whole school team have transformed learning since the school was previously inspected. Leadership is now the responsibility of all staff. This is reflected in a very positive school ethos which is underpinned by a dogged determination to eradicate second-best. Leaders’ continuing ambition to eliminate underperformance and to provide the best experiences for all pupils is translated into action, and this means that the school is continuing to improve. Outcomes for pupils are now good. Current pupils are mostly making strong progress from their individual starting points. Children in the early years are making a solid start in their learning. They benefit from a stimulating and engaging learning environment, working happily and cooperatively together. As a result of good teaching, pupils learn quickly and can apply their skills across all subjects. Teachers and teaching assistants are skilled at supporting pupils’ progress in learning. Leaders’ planned and agreed actions to improve teaching still further are not yet consistently applied in every class. Occasionally, some teachers do not provide work that is suitably challenging for pupils, including the most able and most-able disadvantaged pupils. As a result, the pace in learning slows and some lose concentration. Some pupils have a limited understanding of correct grammar, punctuation and spelling, which can dilute the quality of written work. The behaviour of pupils is good. They have respect and care for each other and are polite and friendly. They display excellent manners. Most pupils have excellent attitudes to learning, work well together and are motivated to succeed. A very small minority settle for work that is not their very best. Governors share leaders’ passion and ambition to improve. They play a key role in the school’s ongoing success and keep a sharp eye on ensuring further improvements. They are very well informed, and know the school inside out.