|Name||Reydon Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 February 2018|
|Address||Jermyns Road, Reydon, Southwold, Suffolk, IP18 6QB|
|Religious Character||Does Not Apply|
|Number of Pupils||188 (46% boys 54% girls)|
|Number of Pupils per Teacher||18.5|
|Academy Sponsor||The Active Learning Trust Limited|
|Percentage Free School Meals||15.4%|
|Percentage English is Not First Language||1.6%|
Information about this school
Reydon Primary School became an academy in 2015 and is now part of the Active Learning Trust. The proportion of pupils known to be eligible for the pupil premium is average. The proportion of pupils from minority ethnic backgrounds is below the national average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils who receive SEN support, or who have a statement of special education needs or an education, health and care plan, is in line with the national average. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of key stage 2.
Summary of key findings for parents and pupils
This is a good school Since joining the Active Learning Trust, the school’s newly appointed leaders have brought about improvements to the quality of the education that pupils receive. Consequently, the standard of pupils’ work has improved. Teachers have an accurate understanding of how well their pupils are doing because leaders have introduced rigorous assessment systems. This means that teachers can quickly provide extra help for pupils that need it. Leaders and governors challenge staff to have high expectations of all pupils. As a consequence, pupils make good progress throughout the school. Pupils’ good behaviour in lessons means that they can benefit from the good teaching that they receive. Teachers use this productive learning environment to question and challenge pupils effectively. Teachers and support assistants benefit from effective training that helps them to challenge pupils to make good progress. Disadvantaged pupils respond well to their teachers’ high expectations. Consequently, they make similar academic progress to other pupils. Pupils behave well around the school. They treat adults and other pupils with respect. They enjoy coming to school and take a pride in what they achieve. Work in pupils’ books challenges pupils to do well, but not all pupils are able to respond quickly to these challenges and they sometimes continue to make mistakes. The school has a broad and balanced curriculum, but the way that some subjects are managed does not match the strong management of English, mathematics and science. Leaders have been appointed to other subjects but have not yet had a sufficiently positive impact.