Tarvin Primary School

Name Tarvin Primary School
Website http://www.tarvin.cheshire.sch.uk
Ofsted Inspection Rating Good
Inspection Date 25 April 2012
Address Heath Drive, Tarvin, Chester, Cheshire, CH3 8LS
Phone Number 01829740399
Type Primary
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 266 (53% boys 47% girls)
Number of Pupils per Teacher 20.6
Local Authority Cheshire West and Chester
Percentage Free School Meals 7.9%
Percentage English is Not First Language 0.4%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about the school

This smaller than average-sized primary school serves a village to the east of Chester. The great majority of pupils are White British. The proportion of pupils known to be eligible for free school meals is low. The proportion of disabled pupils and those with special educational needs is broadly average, but the proportion with a statement of special educational needs is above average. The school meets the current floor standard expected by the government for pupils’ attainment and progress in English and mathematics. It holds many awards including Artsmark gold, Sing Up silver, Active Mark and International school, and has gained quality marks for Inclusion and Basic Skills. The headteacher was appointed in January 2011, after acting in post for one term. In September 2011 the new role of deputy headteacher was established, with the responsibilities shared between two senior teachers. In the same month two new teachers joined the school. A privately run nursery shares the school site. This did not form part of this inspection but a report of its quality can be found on the Ofsted website. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Key Findings

This is a good school. It is not yet outstanding because pupils’ progress in writing is less strong than in reading and mathematics and because there are inconsistencies in the quality of teaching. Outstanding leadership and management have brought about impressive improvements in a wide range of areas, which are much appreciated by pupils, staff, parents and carers. In the words of one parent, ‘There is an enthusiastic atmosphere which generates a willingness and motivation to learn.’ Pupils’ achievement is good. In response to recent actions the rate of progress for pupils of all abilities has increased well overall, but there are too few examples of pupils writing at length. The accurate use of grammar and the presentation of older pupils’ work are not always of sufficiently high quality. The quality of teaching is good. There are examples of outstanding teaching in all key stages, but the overall quality is not yet high enough to ensure that all pupils make the optimum progress. Inconsistencies in the usefulness of teachers’ planning and their marking of pupils’ work are key to the variations in quality. Pupils are proud to belong to their school. They describe it as, ‘Fantastic and amazing because everyone is kind to each other and the teachers help us to learn a lot.’ Typically, behaviour is outstanding as is pupils’ understanding of how to keep safe. The dynamism and focus of the headteacher are reflected by leaders at all levels, including the governing body, and by staff throughout the school. Rigorous yet supportive management of performance is improving the quality of teaching. Staff welcome the recently introduced high levels of individual responsibility and accountability. The outstanding curriculum offers pupils much enjoyment as well as a wealth of opportunities to develop both personally and academically.