|Name||RAF Benson Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 October 2012|
|Address||RAF Benson, Wallingford, Oxfordshire, OX10 6EP|
|Religious Character||Does not apply|
|Number of Pupils||193 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.9|
|Percentage Free School Meals||0.5%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||14%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
RAF Benson Community Primary School is situated on a Royal Air Force (RAF) base and is slightly smaller than the average-sized primary school. Almost all the pupils are from White British heritage and speak English as their first language. The vast majority of pupils come from families where a parent or carer is a serving member of the Royal Air Force and, consequently, the number of pupils who move in and out of the school at different times is very high. The proportion of pupils supported through school action is slightly below the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also slightly below the national average. The number of pupils known to be eligible for the pupil premium (additional funding for which almost all pupils in this school are eligible) is well above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Key Stage 2. The headteacher was appointed on a permanent contract in September 2011 after undertaking the role on a temporary basis for the previous year.
Summary of key findings for parents and pupils
This is a good school. Since the last inspection, the quality of teaching has improved and is now good. Teaching has improved primarily because the headteacher has observed lessons closely and given helpful feedback to teachers. Other senior leaders along with the headteacher regularly check pupils’ work and teachers’ planning of learning to ensure teachers are consistently helping pupils to do the best they can. Due to consistently good teaching, all pupils, including those who join the school at different times, are making good progress overall in reading, writing and mathematics. As a result, the standards that pupils reach for their age are rising across the school. The governing body holds senior leaders to account for how well the pupils are doing and works closely with leaders to decide priorities for the school’s further improvement. Due to the good care and guidance given by staff, pupils are well behaved, eager to learn and feel safe in school. It is not yet an outstanding school because : The progress of boys, especially those capable of reaching high standards, slows in writing in Years 3 and 4, and this means that these pupils could be doing better. Senior leaders do not regularly observe teaching and learning in lessons. Therefore opportunities are missed to help teachers deliver lessons where learning is outstanding. Some lessons are too teacher-led. As a result, there are occasions when teachers do not give pupils, especially the more able, enough tasks that allow them to learn for themselves. This means that not enough teaching is outstanding.