|Name||Teagues Bridge Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 November 2017|
|Address||Teagues Cresent, Trench, Telford, Shropshire, TF2 6RE|
|Religious Character||Does Not Apply|
|Number of Pupils||250 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.7|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||14%|
|Percentage English is Not First Language||20%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than an average primary school. One third of the pupils are from minority ethnic groups, which is close to the national average. One in three pupils is known to be eligible for support through pupil premium funding, which is higher than the national average. The proportion of pupils who have SEN and/or disabilities is similar to the national average. One in five pupils speaks English as an additional language. Children in the Reception class attend full time. A small number of pupils attend alternative provision either full or part time. They attend either Wrekin View Primary School, Wellington or the Linden Centre, Overdale. The school commissions external school improvement support from Severn Teaching School Alliance. In 2016, the school met the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6. This information is not yet available for the 2017 cohort because progress information for Year 6 has not yet been validated.
Summary of key findings for parents and pupils
This is a good school Leaders, governors and teachers are committed to ensuring that pupils are cared for and achieve well at this school. There are strong relationships within the school. Pupils behave well and are polite and courteous. Pupils’ personal development and welfare are outstanding. Pupils are confident and kind and feel safe. The school has a welcoming and inclusive culture. Teachers encourage group work and develop pupils’ independence in lessons. They explain new learning well and use questioning effectively to involve pupils in learning. The proportion of pupils who reach expected levels of attainment by the end of key stage 1 is at the national level. A very high proportion of pupils achieve the expected standard in phonics. Current pupils in key stage 2 make good rates of progress and achieve well. Children make good progress in Reception. They are well prepared and confident when they start Year 1. Pupils who speak English as an additional language are well supported and make strong progress. Disadvantaged pupils make good progress. However, the additional funding that the school receives does not always address the specific barriers that disadvantaged pupils face. Teachers do not consistently address the needs of the most able pupils, pupils with low prior attainment and pupils who have special educational needs (SEN) and/or disabilities as well as they might. As a result, some pupils in these groups do not reach their full potential. Leaders have a wealth of information about how well pupils are doing, but do not routinely analyse this for different groups of pupils. As a result, some strategic decisions are based on less clear evidence than they could be.