Oughterside Primary School

Name Oughterside Primary School
Website http://www.oughtersideschool.co.uk/
Ofsted Inspection Rating Good
Inspection Date 17 September 2013
Address Aspatria, Wigton, Cumbria, CA7 2PY
Phone Number 01697320579
Type Primary
Age Range 2-11
Religious Character None
Gender Mixed
Number of Pupils 74 (51% boys 49% girls)
Number of Pupils per Teacher 15.5
Local Authority Cumbria
Percentage Free School Meals 17.7%
Percentage English is Not First Language 0%
Persisitent Absence 11.9%
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

Oughterside School is much smaller than most primary schools. Following a decline in pupil numbers since the previous inspection, there has been an increase in pupils joining the school across Key Stages 1 and 2 during the last academic year. The number of pupils joining Reception at the start of this academic year is much higher than in recent years. There are significantly more boys than girls in the school. Pupils are taught in two mixed-age classes. One class comprises Reception and pupils in Years 1 and 2. The other class comprises Years 3, 4, 5, and 6. The proportion of pupils known to be eligible for the pupil premium is below average. (The pupil premium is additional funding provided for those pupils who are known to be eligible for free school meals, children from services families and those children that are looked after.) Most pupils are from a White British heritage and all speak English as their first language. The proportion of pupils supported through school action is average. The proportion of pupils supported at school action plus or with a statement of special educational need is well below average. There have been a number of changes to teaching staff since the last inspection and this includes the appointment of an acting headteacher and an executive headteacher who is a headteacher of another school. A new governing body was formed a week before the inspection took place.

Summary of key findings for parents and pupils

This is a good school. Since the previous inspection, leaders, managers and governors have successfully tackled any weaknesses. As a result, pupils’ achievement, teachers’ leadership and management and teaching are improving rapidly. The executive and acting headteachers have brought stability to the school and expectations are high. Staff are now well-supported in developing their teaching skills and their responsibilities as leaders and managers. Teaching is good. Teachers use their good subject knowledge to plan lessons which interest the pupils and which develop their ability to find out things for themselves. The acting headteacher has introduced a new tracking system to enable closer checks to be made on pupils’ progress and to help teachers to plan work to match pupils’ ability. This is allowing all pupils to make good progress across all year groups. Results in the Year 6 tests in 2013 show a big improvement compared to those of the previous year. Standards are now at least in line with national expectations in English and mathematics and for some higher, particularly in reading and mathematics. Pupils have a good attitude towards each other, the adults around them and are keen to learn. The acting headteacher has a clear view of how successful the school can be and expects the best from pupils and staff. Leaders and managers now have secure policies and systems which ensure the continual improvement in the quality of teaching and pupils’ achievement. The previous governing body has successfully tackled difficult circumstances. The new governing body, together with senior leaders is focused on raising the quality of teaching even further, and provides both support and challenge. It is not yet an outstanding school because : There is not yet enough outstanding teaching. The opportunities for staff to observe outstanding practice in other schools is not yet fully developed. There are not enough opportunities for pupils to apply their numeracy and literacy skills, particularly writing, to real-life situations. There is a lack of consistency in the quality of marking across the school.