|Name||Talbot First School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||06 February 2018|
|Address||Church Lane, Kingstone, Uttoxeter, Staffordshire, ST14 8QJ|
|Religious Character||Does Not Apply|
|Number of Pupils||41 (48% boys 52% girls)|
|Number of Pupils per Teacher||15.8|
|Percentage Free School Meals||2.4%|
|Percentage English is Not First Language||0%|
Information about this school
This school is much smaller than average. It is part of The Woodlands Federation with St. Peter’s Church of England First School, Marchington. These two schools share an executive headteacher and have a joint governing body. Most pupils are White British, and all pupils speak English as a first language. The proportion of pupils supported by the pupil premium is significantly below average. In recent years, the school has received very little and sometimes no additional funding. The proportion of pupils who have SEN and/or disabilities is broadly average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is average.
Summary of key findings for parents and pupils
This is a school that requires improvement Standards of attainment in reading, writing and mathematics by the end of key stage 1 are low. While standards are now improving, gaps remain in pupils’ knowledge and skills. Pupils do not make consistently strong progress across the school from their starting points. Consequently, pupils do not achieve their full potential. Although improving, teaching is still variable across the school. In mathematics, misconceptions are not dealt with quickly enough. Basic skills in spelling, punctuation and handwriting often go unchecked. Teachers’ expectations are not high enough, and this slows pupils’ progress. The quality of phonics teaching is variable. As a result, the number of pupils reaching the expected standard by the end of Year 1 is below national figures. Until recently, Governors were too trusting of the information they had been given. They did not probe, challenge or check it sufficiently well. As a result, weaknesses in provision, outcomes and the quality of teaching and learning were not addressed quickly enough. The curriculum offered to pupils, including those in the early years, is limited and requires improvement. The school has the following strengths The new headteacher has taken rapid action to halt the decline and address the failings in the school. She has a clear understanding of the key issues facing the school and is working with drive and determination to improve things. Progress in reading and mathematics is improving. Some pupils are now working at greater depth. Pupils are well behaved and kept safe at school. They show respect and concern for others and work well together. Middle leaders have clear action plans in place. They are beginning to address the weaknesses in their subject areas. Pupils want to learn and attend school regularly. Attendance is above national averages.