|Name||Reedness Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 March 2018|
|Address||Reedness, Goole, DN14 8HG|
|Religious Character||Does Not Apply|
|Number of Pupils||40|
|Percentage Free School Meals||13.5%|
|Pupils with SEN Support||17.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is considerably smaller than the average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is well below average and is very low in number. The vast majority of pupils are of White British heritage. Exceptionally few pupils speak English as an additional language. The proportion of pupils who have support for special educational needs and/or disabilities is well above average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is well below average. The proportion of pupils joining or leaving the school at other than the usual times is well above average. Children have part-time education in the school’s Nursery. In Reception, children receive full-time education. There are fewer than five pupils in early years. Therefore, in accordance with Ofsted’s guidance, the lead inspector decided not to provide a separate early years section and grade. There have been significant changes in staffing and leadership since the previous inspection. The new headteacher was appointed from September 2016 and two out of the three teachers were appointed at the same time.
Summary of key findings for parents and pupils
This is a good school The headteacher and governors have high expectations. Staff are clear about leaders’ ambitions and support them well. As a result, the overall effectiveness of the school is good. Astute use of professional development and support for staff has resulted in good teaching and good leadership across the school. Pupils, and children in early years, make good progress in reading, writing and mathematics because of good teaching. Teachers’ good subject knowledge enables them to plan interesting tasks across a wide range of subjects. High expectations ensure that pupils make good progress. Teachers’ skilful questioning helps pupils overcome misconceptions and gain a good understanding of what is being learned. Teaching assistants make a good contribution to supporting children in early years and pupils who have special educational needs (SEN) and/or disabilities. All pupils spoken to say that they are safe and enjoy school. They are polite, courteous and respectful to each other and adults. Pupils are proud of their work and presentation is good. Pupils make a good contribution to their learning. Around the school and in classrooms, there are high-quality displays that interest pupils and support their good learning. Leaders ensure that the new curriculum offers exciting and memorable experiences for pupils. The curriculum supports pupils’ good spiritual, moral, social and cultural understanding. Leaders have made sure that high-quality safeguarding procedures are in place to protect pupils and children. Parents and carers are exceptionally positive about the work of the school. Governors, leaders and the local authority are clear about the strengths of the school and what needs to be improved further. Their actions have improved the overall effectiveness of the school to be good. Occasionally, pupils’ work is not adjusted skilfully to provide additional challenge in mathematics. From time to time, the pace of learning is not strong and time is not given to correct or complete work to a good standard. Middle leaders focus strongly on how new initiatives are improving pupils’ engagement but do not focus consistently on the progress that pupils are making.