|Name||Sherard Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 November 2016|
|Address||Grange Drive, Melton Mowbray, Leicestershire, LE13 1HA|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Mowbray Education Trust Limited|
|Percentage Free School Meals||13.5%|
Information about this school
The school meets requirements on the publication of specified information on its website. Sherard Primary is an above average sized primary school. The school has grown significantly since the last inspection, with much larger cohorts now entering the school in Reception. There is also a higher proportion of pupils entering the school later on in their primary education than usual. Since its last inspection, the school has had a new headteacher and restructured the leadership team. A new chair of the governing body has been appointed. The governing body took over responsibility for the pre-school that had previously been run by a separate committee. The school is in the advanced phases of converting to an academy. Most pupils are White British and the proportion of pupils from other ethnic backgrounds or who speak English as an additional language is low. The proportion of pupils who are eligible for support through the pupil premium is slightly below average. The school has a specially resourced provision for pupils who have special educational needs and/or disabilities. This provides currently for 32 pupils aged from 4 to 11 who have moderate or severe learning difficulties and sometimes profound, multiple learning difficulties. The proportion of pupils who have special educational needs and/or disabilities is much higher than the national average. The school met the government’s current floor standards, which are the government’s minimum standards for pupils’ attainment and progress, in 2015. The school runs a breakfast club.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils’ achievement, while rising rapidly, requires improvement because pupils do not make good progress from their different starting points, particularly in reading and mathematics. Pupils’ progress varies in different subjects and across year groups. In some classes and subjects, the most able pupils are not challenged effectively. In others, least-able pupils do not get the support they need. Too many pupils leave the school not having attained the standards needed to be ready for the next stage of their education, particularly in reading and mathematics. Leaders, including governors, have historically been too slow to identify and tackle inconsistencies in pupils’ achievements. This has led to a trend in declining results at the school that has only recently been reversed. Recent improvements to teaching have not come soon enough for too many pupils. Consequently, teaching has not led to pupils achieving as well as they should. Assessment information is not used as effectively as it could be by leaders and teachers to ensure that all groups of pupils make good progress. Differences between disadvantaged pupils’ attainment and non-disadvantaged pupils’ nationally are not diminishing quickly enough. The pupil premium is not used well enough to help accelerate progress, including for the most able disadvantaged pupils. Children do not leave the early years well enough prepared for key stage 1. Their mathematical development is not sufficiently supported. Leadership of the pre-school is not strong enough. The school has the following strengths The headteacher has reversed the decline in standards since the last inspection successfully. He has a clear vision for the future, which is shared among all staff and governors. Some weaknesses in teaching have been tackled effectively. Pupils are now beginning to make much better progress across all key stages. Pupils behave very well. They are very tolerant of each other’s differences and enjoy coming to school. They make a significant contribution to the warm and welcoming community of the school. The enhanced provision for pupils who have special educational needs and/or disabilities is effective and ensures that they make good progress.