|Name||Tattenhall Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 October 2018|
|Address||Chester Road, Tattenhall, Chester, Cheshire, CH3 9AH|
|Religious Character||Does Not Apply|
|Number of Pupils||231 (48% boys 52% girls)|
|Number of Pupils per Teacher||23.5|
|Percentage Free School Meals||2.4%|
|Percentage English is Not First Language||3.5%|
Information about this school
The school is smaller than most other primary schools. Most pupils are White British. The proportion of pupils from minority ethnic groups who attend the school is much lower than average and only a very small number of pupils speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is lower than the national average. The proportion of pupils who are supported by an education, health and care plan is around the national average. The proportion of pupils supported by the pupil premium is much lower than that found in most primary schools. There are Nursery and Reception classes. Reception children attend full-time. Nursery children can attend either part-time or full-time. The school operates a before- and after-school club.
Summary of key findings for parents and pupils
This is a good school Strong leadership from the headteacher has ensured that the quality of teaching has improved during a period of significant change to the staff team. Staff and governors share the headteacher’s strong ambition for the school to improve further. Outcomes require improvement. Although pupils’ attainment in reading, writing and mathematics is improving and matched the national average in 2018, this did not represent good progress for many pupils. Pupils’ skills in spelling, punctuation and grammar are underdeveloped Until recently the quality of teaching has not been good enough to enable pupils to make good progress. However, school leaders have tackled weaknesses and provided good training and support for teachers so that teaching is now good. The school’s work to promote pupils’ personal development and welfare is good. Pupils have good attitudes to learning. They feel safe and well cared for in school. Children get off to a good start in the early years. In both the Nursery and Reception classes, children thrive and develop into enthusiastic and happy learners. Attendance is above the national average. Few pupils are absent or persistently absent. Pupils who have special educational needs (SEN) and/or disabilities receive good support from teachers and teaching assistants. They learn well and make strong progress from their various starting points. The majority of parents and carers are supportive of the school and the leadership team. They say that their children are happy, well taught and well looked after at school. Too few of the most-able pupils achieve the higher standards of which they are capable by the end of key stage 2. Pupils develop good phonics skills and are able to apply them well to support their reading. As a result, most pupils read well and many older pupils read widely and often. The school’s curriculum is broad and balanced and engages pupils’ interests well. However, in some year groups there are weaknesses in the teaching of geography and history. This limits the progress that pupils make in these subjects. School leaders give a high priority to safeguarding pupils. They make appropriate checks on all adults who work at the school. They also ensure that staff are aware of their responsibilities and know what to do if they have any concerns about a pupil’s welfare.