|Name||Terrington St John Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 May 2017|
|Address||School Road, Terrington St John, Wisbech, Cambridgeshire, PE14 7SG|
|Religious Character||Does not apply|
|Number of Pupils||62 (46% boys 54% girls)|
|Number of Pupils per Teacher||15.7|
|Percentage Free School Meals||9.7%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||16.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much smaller than average. As a consequence, the size of some year groups is very small. The school is part of the Windmill Primary Federation which includes Tilney St Lawrence Primary School, Walpole Highway Primary School and West Walton Primary School. The executive headteacher leads all schools within the federation and there is one governing body. The school has experienced several changes in staffing since the previous inspection and two teachers took up their posts in the current academic year. Most pupils are White British and the proportion that speak English as an additional language is well below average. The proportion of disadvantaged pupils eligible for the pupil premium is below average. The proportion of pupils who have special educational needs and/or disabilities is below average and currently there are no pupils who have a statement of special educational needs or an education, health and care plan. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Leaders have acted decisively to secure the improvements identified at the last inspection. Teaching has secured good achievement for pupils across all year groups, particularly in writing and mathematics. Pupils’ progress in science and a wide range of subjects is also good. Teachers’ subject knowledge is effective. They use it to plan challenging and interesting activities which help pupils of different ages and abilities learn well, including the most able. Provision in the early years is good and children are well prepared for key stage 1. As a result of effective care, leadership and teaching, children make good progress. Arrangements for supporting disadvantaged pupils are effective and they make good progress in most subjects. Pupils’ behaviour and attitudes towards learning are outstanding. They value learning and strive to succeed in all activities. Pupils’ personal development is outstanding. They live by the school’s ‘family’ values and show great kindness, respect and consideration to each other and their teachers. Pupils who join the school at times other than at the start of each year achieve well. Pupils’ spiritual, moral, social and cultural development is a strength. Their experience as elected school councillors and voters makes them highly committed to British democracy, freedom and the rule of law. All leaders including those responsible for subjects have an accurate view of the school’s strengths and areas for development. Governors are well informed and hold leaders to account for their work. Teachers sometimes fail to check that pupils use their knowledge of spelling, punctuation and grammar. Consequently, some younger pupils repeat errors. When introducing the most demanding work in science, teachers sometimes fail to check that pupils understand the steps involved and this slows down their learning. In geography and history, pupils’ written skills are not as developed as they are in English and other subjects such as science and religious education.