St Cuthbert’s Church of England Primary School, Pateley Bridge

About St Cuthbert’s Church of England Primary School, Pateley Bridge Browse Features

St Cuthbert’s Church of England Primary School, Pateley Bridge

Name St Cuthbert’s Church of England Primary School, Pateley Bridge
Ofsted Inspection Rating Good
Inspection Date 10 July 2013
Address King Street, Pateley Bridge, Harrogate, North Yorkshire, HG3 5LE
Phone Number 01423711407
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 101 (46% boys 54% girls)
Number of Pupils per Teacher 20.9
Local Authority North Yorkshire
Percentage Free School Meals 18.7%
Percentage English is Not First Language 5%
Persisitent Absence 7.6%
Pupils with SEN Support 12.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than an average-sized primary school. There are mixed-age classes in the Early Years Foundation Stage and Year 1, in Years 3 and 4, and in Years 5 and 6. The great majority of pupils are of White British heritage. There are very few from minority ethnic groups and none for whom English is an additional language. The proportion of pupils known to be eligible for the pupil premium is below the national average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after by the local authority.) A well-below-average proportion of pupils with special educational needs are supported through school action. The proportion supported at school action plus, or with a statement of special educational needs, is slightly higher than in most primary schools. There are no disabled pupils. The school meets the government’s current floor standards which are the minimum expectation for pupils’ attainment and progress. Since the last inspection there have been several changes in staffing and a new Chair of the Governing Body is in place.

Summary of key findings for parents and pupils

This is a good school. Most pupils learn well and attain above- average standards in reading, writing and mathematics by the end of Year 6. Since the previous inspection the rates of progress made by pupils have increased and they are now good in most years. As a result, pupils now leave the school well equipped to continue their education. Children who are behind with their reading, writing and numeracy skills when they start school catch up quickly in the Early Years Foundation Stage. They make increasingly good progress because of effective teaching and stimulating experiences. Pupils with special educational needs make the same rates of progress as other pupils due to well-targeted support. Teaching across the school is usually good. Most lessons are interesting and include activities that reflect everyday experiences. Pupils are proud of their school and attend regularly. They say that they feel safe and exceptionally well looked after. Their behaviour is outstanding. They show excellent respect for each other and enjoy welcoming visitors to school. All are highly enthusiastic about their own learning and take pleasure in the regular opportunities to collaborate with their peers. The headteacher is a highly effective leader who has brought about significant improvement in all aspects of the school’s work since the last inspection. Staff morale is high and all adults exude high expectations. The curriculum is vibrant. It provides many varied and stimulating experiences for all learners. Governors play their part in raising standards. They are confident in analysing all information and in holding the headteacher rigorously to account. It is not yet an outstanding school because : Not all pupils make good enough progress across Key Stage 1 or attain high enough standards, particularly in writing, by the end of Year 2. In some lessons teachers do not check carefully enough the understanding of all pupils. On occasion, some teachers are not quick enough to meet individual pupils’ changing needs.