St Andrew’s Primary School

Name St Andrew’s Primary School
Ofsted Inspection Rating Good
Inspection Date 03 July 2018
Address St Andrews Estate, Cullompton, Devon, EX15 1HU
Phone Number 0188432206
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 319 (47% boys 53% girls)
Number of Pupils per Teacher 24.7
Academy Sponsor Ventrus Limited
Local Authority Devon
Percentage Free School Meals 12.2%
Percentage English is Not First Language 22.3%
Persisitent Absence 9.1%
Pupils with SEN Support 15.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

St Andrew’s School became an academy and was sponsored by the Primary Academies Trust, now named the Ventrus Multi-Academy Trust, in September 2015. Governance is undertaken at local level by a governing body and at multi-academy level by a board of trust directors. St Andrew’s is above average in size. The majority of pupils are from White British backgrounds. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of disadvantaged pupils is broadly average. Children experience early years provision in two Reception classes. An after-school club is managed by an outside provider and was not part of this inspection. This is the school’s first inspection since the predecessor school, St Andrew’s Primary School, was identified as requiring improvement in March 2014. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Senior leaders of the multi-academy trust have taken effective action to improve systematically the school since conversion to academy status in 2015. The headteacher, well supported by senior leaders and governors, leads the school with clear vision and strong ambition. Leaders show a strong capacity to bring further improvement. This is evident, for example, in pupils’ accelerated progress through key stage 2. The quality of teaching and learning is good. Teachers have secure subject knowledge and use questioning well to promote pupils’ thinking. Pupils’ good learning is evident in the way they rise to the challenge of explaining their ideas in lessons. The school’s values of ‘cherish, nurture, aspire, achieve’ permeate day-to-day activity and successfully promote the pupils’ spiritual, moral, social and cultural development. Staff are caring and well-trained in safeguarding. They provide high-quality pastoral support to ensure that pupils are kept safe and feel safe at school. Leaders provide a broad and balanced curriculum which promotes effective learning. However, increased learning experiences designed to help pupils achieve greater depth in their learning are not yet embedded to equally good effect across the school. Pupils have positive attitudes towards their learning. They are respectful towards adults and one another and enjoy coming to school. Pupils behave well and are keen learners. They speak proudly about the school and their improved achievements. Pupils who speak English as an additional language make rapid progress due to the strong teaching and support that they receive. Most pupils make good progress. This includes disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities. Some middle-ability and most-able pupils have not progressed well enough over time, particularly by the end of key stage 1. Children get off to a good start in the early years. They learn well because of good teaching and high-quality care.