Swallowdale Primary School and Community Centre


Name Swallowdale Primary School and Community Centre
Website http://www.swallowdaleschool.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 26 March 2019
Address Dalby Road, Melton Mowbray, Leicestershire, LE13 0BJ
Phone Number 01664565456
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 378 (46% boys 54% girls)
Number of Pupils per Teacher 22.1
Academy Sponsor Bradgate Education Partnership
Local Authority Leicestershire
Percentage Free School Meals 13.5%
Percentage English is Not First Language 10.6%

Information about this school

The school opened on 1 March 2013 and is part of the Bradgate Education Partnership multi-academy trust. The headteacher is accountable to both the trust and the local governing body for all aspects of the school’s work, including the quality of education, pupils’ outcomes, the safety of pupils and staffing. This school is larger than the average-sized primary school. The proportion of pupils supported through the pupil premium is broadly average. The proportion of pupils from minority ethnic backgrounds is below average. Most pupils are of White British heritage. The proportion of pupils with SEND is below average.

Summary of key findings for parents and pupils

This is a school that requires improvement Turbulence in senior leadership has resulted in inconsistent approaches and expectations for staff and pupils. Leaders over time have not ensured good teaching across all key stages in the school. The tasks pupils in key stage 2 receive are not consistently challenging and do not allow pupils to demonstrate and apply well enough what they have learned. Not all teachers in key stage 2 plan lessons so that pupils’ knowledge is built in a logical sequence or allow pupils to demonstrate their skills. They do not adapt their teaching sufficiently according to what pupils can do. Some teachers in key stage 2 do not show pupils how to complete their work neatly. They do not correct pupils’ mistakes well enough and, on occasion, they indicate to them that their work is free from errors, when it is not. Workbooks show that pupils, including those who are disadvantaged and those with special educational needs and/or disabilities (SEND), do not make consistently good progress in key stage 2. Leaders’ strategic planning is not precise enough. It does not make clear the actions staff are taking, when they are taking them and exactly how success will be measured. The school has the following strengths The acting headteacher has enthused staff to work together and generated a positive culture. She and the current leadership team have greatly improved pupils’ attendance, adjusted the curriculum for reading and helped staff to improve their teaching of this subject. Children get off to a good start in the early years. Teachers plan challenging and exciting tasks that help them to catch up. The quality of teaching and pupils’ progress are also good throughout key stage 1. Relationships in the school are consistently positive. Pupils are polite and respectful. They are keen to show what they can do and are curious to find out more. Parents and carers express very positive views about the new senior leadership team and the changes they are bringing about.