|Name||Tarleton Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 December 2013|
|Address||Hesketh Lane, Tarleton, Preston, Lancashire, PR4 6AT|
|Religious Character||Does Not Apply|
|Number of Pupils||280 (51% boys 49% girls)|
|Number of Pupils per Teacher||24.6|
|Percentage Free School Meals||3.7%|
|Percentage English is Not First Language||8.6%|
Information about this school
This is larger than the average-sized primary school. The large majority of pupils are of White British heritage. The proportion of pupils supported through school action is below average. The proportion supported at school action plus or with a statement or special educational needs is just above average. The proportion of pupils eligible for the pupil-premium funding is well below average. (The pupil premium is additional funding for pupils who are known to be eligible for free school meals, children from service families and children who are looked after by the local authority.) The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. During the inspection, two permanent teachers were on maternity leave; two newly qualified teachers were teaching their classes. There is a breakfast and after-school club available on site. It is not managed by the school and is subject to a separate inspection by Ofsted.
Summary of key findings for parents and pupils
This is a good school. Achievement and progress have improved since the previous inspection. Progress is accelerating rapidly and standards across the school are above the expectations for pupils’ age. Children benefit from a good start in the Early Years Foundation Stage. They develop very positive attitudes to learning. Writing is a particular strength, in Key Stage 2 in particular, but pupils also do well in reading and mathematics. Behaviour and safety are good. Pupils are polite, well behaved and courteous. Most love school and attend regularly. They are safe and secure at all times. The quality of teaching is good with some outstanding elements. Lessons are enhanced by good use of educational visits and visitors. Disabled pupils and those with special educational needs achieve well; they benefit from effective support by teachers and a talented team of support staff. Rigorous systems to check the quality of teaching by senior leaders mean that all teachers know what they do well and how to improve. Governors understand the school’s performance. They set effective levels of challenge to school leaders to promote ongoing improvement. It is not yet an outstanding school because: The data gained from assessment are not recorded concisely enough to focus on accelerating the progress of all pupils. Pupils do not have enough opportunities to develop their problem-solving skills. Pupils do not always get precise pointers about how to improve their work, or have time to consider how to make it better. The school improvement process lacks specific criteria to indicate whether targets for school improvement are achieved.