|Name||Upperby Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||27 February 2019|
|Address||Uldale Road, Upperby, Carlisle, Cumbria, CA2 4JT|
|Religious Character||Does Not Apply|
|Number of Pupils||417 (55% boys 45% girls)|
|Number of Pupils per Teacher||25.6|
|Percentage Free School Meals||15.3%|
|Percentage English is Not First Language||3.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school is larger than the average-sized primary school. The school roll is increasing in size. The proportion of pupils known to be eligible for free school meals is above average. The proportion of pupils with SEND is above average. More pupils than average have an education, health and care plan. There are fewer pupils than average who speak English as an additional language. The school has a Nursery class and offers some places for 30 hours per week for children whose parents meet the necessary criteria. The school runs a breakfast club and a range of after-school clubs. Since the last inspection, a new headteacher and a new deputy headteacher have been appointed.
Summary of key findings for parents and pupils
This is a school that requires improvement Too few pupils, including disadvantaged pupils, achieve well in English and mathematics by the end of key stage 2. Although things are beginning to improve under the school’s new leadership, a legacy of underachievement means that pupils currently in the school are having to work hard to close gaps in their learning. Despite the important changes that the new senior leadership team has made, too much teaching is ineffective and requires further improvement. Teaching does not routinely provide pupils, including the most able, with work that challenges them sufficiently, especially in writing. This has a negative impact on the progress that pupils make over time. Pupils do not have enough opportunities to practise their important reading, writing and mathematics skills across a wide range of subjects. In most subjects, leaders’ understanding of progress is at an early stage of development. The teaching of phonics in key stage 1 does not routinely provide pupils with the challenge they need in order to make good progress from the end of the early years foundation stage. Governors do not ask leaders enough challenging questions about pupils’ progress, including that of disadvantaged pupils, to enable them to hold leaders fully to account. Improvements that leaders and governors have made to the curriculum are at too early a stage to have had an impact on pupils’ progress. The school has the following strengths Leaders have used professional development opportunities well to improve teachers’ subject knowledge in mathematics. Current pupils are making better progress in mathematics as a result. Pupils’ personal development, behaviour and welfare are good. Teachers’ high expectations of pupils mean that most develop good attitudes to learning and behave very well. Provision for children in the early years is good. Children benefit from good teaching that helps most to make strong progress from their various starting points. Leaders and governors have established very effective systems for keeping pupils safe from harm. Good training helps staff to be vigilant, and pupils say that they feel safe in school.