|Name||Waddington Redwood Primary Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 July 2017|
|Address||Redwood Drive, Brant Road, Waddington, Lincoln, Lincolnshire, LN5 9BN|
|Religious Character||Does Not Apply|
|Number of Pupils||261 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.9|
|Academy Sponsor||The Priory Federation Of Academies|
|Percentage Free School Meals||10.3%|
Information about this school
This is a larger than averaged-sized primary school. Almost all pupils are of White British heritage and there are few who speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is close to the national average. The proportion with a statement of educational needs or education, health and care plan is below the national average. The proportion of disadvantaged pupils, eligible for the pupil premium, is below that found nationally. The school has a breakfast and after-school ‘Kid’s Club’ on the school site. This is not operated by the governing body so did not form part of this inspection. The school meets the government’s current floor standards. 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 The headteacher’s and senior leaders’ unwavering drive and commitment to raising standards have led to rapid improvements in the quality of teaching. Consequently, pupils are now making strong progress in reading, writing and mathematics. Middle leaders have a clear view of the school’s strengths and areas requiring improvement because they regularly check things for themselves. Most governors have been appointed since the last inspection. Governors are effective. They are committed and understand the part they play in improving the quality of education. They are fully informed about the progress pupils make. They are actively involved in the life of the school and hold leaders to account for the standards pupils achieve. Children in the early years get off to an excellent start. High-quality skilled staff, well-planned activities and a rich environment enable all children to make rapid progress. Disadvantaged pupils and those who have special educational needs and/or disabilities make good progress. This is because precise analysis identifies accurate teaching and support for them. Parents are very positive about the school. They appreciate the care and support their children receive. Pupils are very well behaved in lessons and around the school. There are exceptionally positive relationships between adults and pupils. Pupils feel extremely safe. Safeguarding systems are accurately followed and meticulous in detail. Sometimes, groups such as the most able pupils are not always stretched or challenged enough. Consequently, they do not always achieve their full potential. Efforts to improve the teaching of mathematics are proving successful. Pupils are undertaking more challenging problems but need to be provided with more opportunities to explain their thinking and reasoning. There have been strong improvements in pupils’ writing. The quality of their handwriting has improved considerably. Pupils write in different styles and for a variety of purposes and audiences. Some pupils do not take enough care with their spelling, punctuation and grammar. Approaches to dealing with pupils’ errors are not consistent.