Smawthorne Henry Moore Primary School, Castleford


Name Smawthorne Henry Moore Primary School, Castleford
Website http://www.smawthorneprimary.wakefield.sch.uk
Ofsted Inspection Rating Requires improvement
Inspection Date 17 October 2017
Address Ashton Road, Castleford, West Yorkshire, WF10 5AX
Phone Number 01977558395
Type Primary
Age Range 5-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 500 (53% boys 47% girls)
Number of Pupils per Teacher 27.9
Local Authority Wakefield
Percentage Free School Meals 19%
Percentage English is Not First Language 7.2%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

The school is larger than an average-sized primary school. Most pupils are of White British heritage. The proportion of pupils who have special educational needs and/or disabilities is similar to average. The proportion of disadvantaged pupils, who are known to be eligible for support through the pupil premium funding, is above average. The school meets the government’s floor standards for 2016, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The early years includes provision for two-year-old children, a Nursery where children attend part time, and two Reception classes where children attend full time. The school provides a breakfast club each morning for pupils. Leaders are receiving support from the local authority. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders are bringing about improvement, but their actions have not yet impacted on pupils’ outcomes in key stage 2, which are too low. The leadership by subject leaders needs further development. Currently, their focus on improving standards is not sharp enough. Current pupils’ progress in reading and mathematics in key stage 2 is not consistently good because the quality of teaching they have received over time has been too variable. Disadvantaged pupils are not making the rapid progress they need to make in order to catch up with other pupils with similar starting points. Teachers’ expectations are too low in key stage 2. In mathematics, too many pupils start work on the easiest level of challenge, resulting in too few pupils reaching the more challenging work set by the teacher. Teachers do not plan learning activities for reading that meet the needs of pupils in key stage 2. Consequently, these pupils do not make the progress of which they are capable. Older pupils are not consistently taking a pride in their work; a good number of younger pupils are not forming their numbers and letters correctly. The school has the following strengths In the early years, children make a good start to their education. As a result, they are well prepared for learning in Year 1. Pupils are achieving higher than average outcomes at the end of key stage 1. Leaders’ concerted efforts to improve writing have seen a noticeable improvement in standards for all year groups. Pupils’ behaviour is typically sensible and calm. They are respectful and considerate of others. The extent to which the school cares for the well-being of all its pupils, particularly those who have special educational needs and/or disabilities is a significant strength. Currently, these pupils are making good progress. ,