Upton Primary School


Name Upton Primary School
Website http://uptonprimary.co.uk/
Ofsted Inspection Rating Good
Inspection Date 19 September 2017
Address Waggon Lane, Upton, Pontefract, West Yorkshire, WF9 1JS
Phone Number 01977650820
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 458 (45% boys 55% girls)
Number of Pupils per Teacher 24.8
Percentage Free School Meals 12.4%
Percentage English is Not First Language 7.4%

Information about this school

The school meets requirements on the publication of specified information on its website. The school is a larger than average-sized primary school. The governors receive support from a national leader of governance. The proportion of pupils eligible for support funded by the pupil premium is just above the national average. Most pupils are from a White British background. The proportion of pupils from minority ethnic backgrounds is lower than the national average. The proportion of pupils who speak English as an additional language is lower than the national average. The proportion of pupils who have special educational needs and/or disabilities is in line with average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is below the national average. The school has a Nursery class which children access on a part-time basis. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school The passionate yet relentless leadership of senior leaders, along with the full commitment of staff, has improved the school significantly since the last inspection. Standards have risen, and across the school pupils now make good progress, particularly in reading and mathematics. Pupils’ progress in writing, while improving, still lags behind. Improvements in the teaching of reading have had a significant impact on raising pupils’ progress and improving pupils’ understanding of texts. A range of measures have been taken to promote enjoyment of reading. Pupils’ behaviour is good. They are well mannered, polite and courteous. The school is a calm, orderly and purposeful place where pupils can learn effectively. Children get off to a good start in the Nursery and Reception classes and now make effective progress from their different starting points. Effective safeguarding procedures ensure that pupils are safe. All staff have a clear understanding of how to keep pupils safe. Pupils show a good understanding of British values, although their understanding of different faiths and cultures is more limited. Adults support disadvantaged pupils well, and overall these pupils make good progress. Many of them are now catching up with their peers, as a result. Effective training has resulted in improvements in teaching. However, when working with small groups, sometimes additional adults fail to identify when pupils are ready for further challenge or need additional support and guidance. Attendance, particularly for disadvantaged pupils and for pupils who have special educational needs and/or disabilities, has improved and is close to the national average. Pupils are exceptionally well cared for. The school identifies pupils’ individual needs and ensures that actions are in place to help them from the moment they enter the school. Governors are ambitious and supportive of leaders. They have a growing understanding of the school. The curriculum is broad, and pupils enjoy a wide range of experiences. However, assessment of pupils’ achievement in subjects other than English and mathematics is not yet thorough enough.