Preston Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

Pupils' achievement has improved since the previous inspection. Their learning and progress in lessons are consistently good. Pupils reach above average standards in reading, writing and mathematics by the end of Key Stage 2.

Pupils in the Early Years Foundation Stage have a comprehensive understanding of the sounds that letters make. They use this well to help them make good progress in reading. Pupils make good progress in developing better writing skills.

They learn to use a broad range of styles and vocabulary well. Teaching is well planned. Information about pupils' strengths and needs is used very effectively to match work... to their abilities.

Pupils are often given work which challenges them. This makes them try hard and develops their good levels of resourcefulness and resilience. Pupils are well supported in class.

Teachers direct the work of other adults carefully so that they have good impact on pupils' progress. Pupils have positive attitudes to learning and attend school regularly because they enjoy coming to school. They behave well in lessons, and are polite and well mannered to staff and other adults.

The headteacher drives improvement at the school very effectively. Information from accurate checks on pupils' progress and the quality of teaching is used well to identify where improvements are needed. Training for teachers has contributed strongly to improving the quality of lessons.

It is been appropriately focused on the most important areas needing development. The governing body knows the school well. It supports and challenges leaders effectively.

It is not yet an outstanding school because: Marking of pupils' work does not have a consistently high-quality impact on improving pupils' learning. Pupils are not always shown clearly how to make their work better or given time to act on teachers' written feedback. Pupils do not consistently make an excellent contribution to decisions about what they learn in lessons.

While there is a range of good practice in different classes, this is not yet routinely shared between teachers.

Information about this school

Preston Primary is smaller than the average-sized primary school. The proportion of pupils supported through school action is slightly above average.

The proportion of pupils supported at school action plus or with a statement of special educational needs is broadly average. The main areas of need are in speech, language and communication, specific learning difficulties and autism spectrum disorder. The proportion of pupils known to be eligible for the pupil premium, which is additional funding for children in the care of the local authority, pupils known to be eligible for free school meals and children of service families, is below average.

All pupils come from White British backgrounds. The school's Early Years Foundation Stage provision for children in the Reception Year is in a mixed-age class which includes some pupils from Year 1. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress in English and mathematics.