|Name||Spaldwick Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 May 2013|
|Address||Royston Avenue, Spaldwick, Spaldwick School, Spaldwick, Cambridgeshire, PE28 0TH|
|Religious Character||Does Not Apply|
|Number of Pupils||123 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.7|
|Percentage Free School Meals||6.5%|
|Percentage English is Not First Language||1.6%|
Information about this school
The school is smaller than the average-sized primary school and serves a number of small villages as well as Spaldwick. The vast majority of pupils are of White British heritage. Very few pupils speak English as an additional language. The proportion of pupils for whom the school receives pupil premium funding (additional government funding, in this case for pupils who are known to be eligible for free school meals) is low. The proportion of disabled pupils and those who have special educational needs supported at school action fluctuates between average and a little below average. The proportion supported at school action plus or through a statement of special educational needs is slightly above average. More pupils than average join or leave partway through their primary school education. The school meets the government’s current floor standards, which set minimum expectations for attainment and progress in English and mathematics. The school experienced long-term staff absence in the last academic year. In September 2012, two new teachers joined the school, one of whom took over the leadership of mathematics.
Summary of key findings for parents and pupils
This is a good school. Children make good progress in Reception across all the areas of learning, and they develop a particularly good knowledge of letters and the sounds that they make (phonics). Pupils make good progress in Key Stages 1 and 2. They reach standards that are usually above national averages in English and mathematics, and sometimes high. Teaching is typically good. Throughout the school, teachers’ communicate with pupils and explain work very clearly. Parents are kept very well informed about their children’s learning, and closely involved in the life of the school. The school has a happy and supportive family atmosphere. Behaviour is good and pupils feel safe in school. The headteacher and deputy headteacher provide clear direction to the school’s work. All the staff show a high level of commitment to providing pupils with a positive learning experience. Senior leaders and governors are focused on raising achievement and improving the quality of teaching. Following a period of staff absence, which contributed to a dip in results at Key Stage 2 last year, the school is again improving. It is not yet an outstanding school because : Teachers do not always give more-able pupils work that is difficult enough. Adults sometimes provide too much guidance for pupils when they are completing written or mathematical tasks. Teachers’ marking does not always make clear how pupils could improve their work. Staff do not always make the most of opportunities to point out exactly how pupils’ behaviour could be improved to an even higher level. Leaders of key stages and subjects do not all take as much responsibility as they could for improving teaching and raising achievement.