|Name||Preston Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||19 September 2017|
|Address||Old Paignton Road, Livermead, Torquay, Devon, TQ2 6UY|
|Religious Character||Does Not Apply|
|Number of Pupils||326 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||Coast Academies|
|Percentage Free School Meals||15%|
|Percentage English is Not First Language||1.2%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. Preston Primary School is slightly larger than the average-sized primary school. A very large majority of the pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is higher than is found in most schools. The school meets the government’s current floor standards, which are the minimum standards expected nationally for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The trust has developed strong systems which have a positive impact on school improvement and pupil outcomes. The school has improved rapidly in recent years. The quality of teaching, learning and assessment in mathematics encourages pupils to develop their reasoning skills. Outcomes in the early years are strong. The proportion of children who reach a good level of development is above national averages and progress from children’s starting points is a strength. Pupils’ behaviour is good. The pupils are great ambassadors for the school. They demonstrate respect for all members of the school community and have enormous pride in their school. Pupils’ overall absence has improved but some are too often absent. Lower-attaining pupils make strong progress. The support they receive is effective and, as a result, they catch up quickly with their peers. The early years provision is outstanding. The leader’s tenacious style has resulted in excellent progress and highly effective partnerships with external provisions. The culture of safeguarding is embedded across the school. Every member of the school recognises their duty to ensure pupils’ safety and responsibilities are carried out diligently. The governors act swiftly as a body to implement change and improvement. They have an unwavering hunger for the school to be the best it can be and effectively hold leaders to account. The curriculum design is exciting and relevant. The local area is considered and this leads to pupils feeling that what they are learning has a purpose. This is having a positive impact on pupils’ outcomes. However, pupils’ understanding of different faiths is less well developed. The professional development opportunities available for staff are unique in their approach. Bespoke support allows staff to identify what they need to improve their practice. Careful and rigorous monitoring ensures that teaching improves as a result of the training. Pupils who have special educational needs and/or disabilities make strong progress, with some exceeding expectations for their age. The progress made by middle-attaining pupils lacks consistency across the school. Leaders’ monitoring has not led to enough effective support for some of these pupils. While teachers provide feedback in line with the school’s policy, they do not always support pupils well enough to help them make rapid progress.