|Name||St Andrew’s Church of England Voluntary Controlled Junior School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 February 2017|
|Address||Dunstan Road, Burnham-on-Sea, Somerset, TA8 1ER|
|Religious Character||Church of England|
|Number of Pupils||329 (46% boys 54% girls)|
|Number of Pupils per Teacher||19.3|
|Percentage Free School Meals||13.7%|
|Percentage English is Not First Language||6.7%|
|Pupils with SEN Support||11.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of information about the pupil premium, the physical education and sport premium, the accessibility plan, and governors’ information and duties on its website. St Andrew’s Church of England Voluntary Controlled Junior School is larger than the average-sized school. The school meets the government’s current floor standards. The proportion of disadvantaged pupils is just below the national average. The proportion of pupils from minority ethnic groups is small. The great majority of pupils are from a White British background.
Summary of key findings for parents and pupils
This is a good school The acting headteacher is providing strong leadership during a period of considerable change and challenge for the school. She is very ably supported by equally strong senior leaders. Together, they are working well to ensure that pupils receive a good education. Governors provide the school’s leadership team with the support and challenge that effective leaders need. Their understanding of their role and the impact of their work have grown considerably since the start of this academic year. Staff morale is high and there is a palpable sense of everyone working together as a team. Newly qualified teachers receive good support from leaders and other staff. Teaching in the school is typically good. It is characterised by effective planning based on a thorough understanding of individual pupils’ abilities and needs. The progress that pupils make in reading and writing is in line with that of pupils nationally with the same starting points. In mathematics, however, progress is slower, especially for girls. Disadvantaged pupils make progress at the same rate as that made by other pupils nationally. Nevertheless, school leaders’ analysis of the impact of the pupil premium could be sharper in identifying precisely which actions help these pupils make good progress. Pupils are well behaved, polite and friendly. Their personal development is promoted well, not just in lessons but also through a wide range of extra-curricular activities. The school is rightly focusing on improving the progress made by middle-ability pupils, some of whom do not make progress as quickly as other pupils in the school. The training provided for teaching assistants has improved recently, which they very much welcome. More training is required, however, to ensure that teaching assistants can make a significant contribution to improving pupils’ progress during intervention sessions. Overall attendance is broadly in line with the national figure but absence and persistent absence rates for disadvantaged pupils and those who have special educational needs and/or disabilities are too high.