|Name||Tanners Brook Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 September 2018|
|Address||Elmes Drive, Millbrook, Southampton, Hampshire, SO15 4PF|
|Religious Character||Does Not Apply|
|Number of Pupils||501 (51% boys 49% girls)|
|Number of Pupils per Teacher||16.5|
|Academy Sponsor||Portswood Primary Academy Trust|
|Percentage Free School Meals||17.6%|
|Percentage English is Not First Language||18.2%|
Information about this school
The school is larger than the average primary school. It opened in 2014 as a part of the Portswood Primary Academy Trust. The school has a local governing body alongside a board of trustees. The school has a small hearing-impaired unit. The proportion of pupils supported by pupil-premium funding is above average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils with education, health and care plans is above average. Most pupils are White British.
Summary of key findings for parents and pupils
This is a good school The headteacher and the leadership team, including governors, have high expectations for the academic, social and emotional development of every pupil in the school. In collaboration with the Portswood Academy Primary Trust, leaders have provided effective support to teachers and teaching assistants resulting in high-quality teaching and learning throughout the curriculum. Governors have a strong understanding of the quality of teaching and learning at the school. Their work is effectively linked to the school’s development priorities. Pupils are immersed in a broad and balanced curriculum. It supports pupils to become reflective, kind and inclusive citizens of 21st century Britain. The teaching of phonics is effective. Consequently, the proportion of pupils reaching the national standard in the phonics screening check is above the national average. Pupils at key stage 1 and key stage 2 make consistently good progress in writing, mathematics and science. Pupils who have special educational needs (SEN) and/or disabilities receive high-quality social and emotional support to ensure that they can access the curriculum equitably. Pupils behave well throughout the school. They are respectful of other pupils and support each other well. Leadership of the early years is particularly strong. Staff develop children’s early language skills very well ensuring that they are well prepared for study in Year 1. Leaders and staff do not always manage effectively the very few pupils who demonstrate extremely bad behaviour. Although disadvantaged pupils are making better progress across the curriculum than in the past, it is not rapid enough to ensure that they attain in line with other pupils nationally. The most able pupils, including the most able disadvantaged pupils, do not make rapid progress in reading, writing and mathematics at key stage 1 and key stage 2. The curriculum ensures that pupils know how to keep safe both within school and beyond.