Warbstow Primary Academy

Name Warbstow Primary Academy
Website http://www.warbstow.org.uk
Ofsted Inspection Rating Good
Inspection Date 12 May 2015
Address Warbstow, Launceston, Cornwall, PL15 8UP
Phone Number 01566781388
Type Academy
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 103 (51% boys 49% girls)
Number of Pupils per Teacher 20.5
Academy Sponsor Aspire Academy Trust
Local Authority Cornwall
Percentage Free School Meals 12.8%
Percentage English is Not First Language 1%
Catchment Area Information Available Yes, our catchment area data is FREE

Information about this school

Warbstow Community Primary School is much smaller than the average-sized primary school. Almost all pupils are from White British backgrounds; few speak English as an additional language. The proportion of pupils who are disadvantaged and supported by the pupil premium is below the national average. The pupil premium is additional funding for pupils known to be eligible for free school meals and children who are looked after by the local authority. The proportion of pupils who are disabled or have special educational needs is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. The headteacher has joined since the time of the last inspection. She was appointed as interim headteacher in February 2012, then as substantive headteacher in November 2013. One teacher has joined since the time of the last inspection. Early years provision is full time for children of Reception age. Pupils are taught in three mixed age classes. There is a pre-school on the school’s site. This is run and managed by the governing body, but is inspected and reported on separately.

Summary of key findings for parents and pupils

This is a good school Since her appointment, the exceptional leadership of the headteacher has led to rapid improvements in both achievement and in the quality of teaching. Her appointment followed a rapid decline in achievement, preceded by the departure of the previous headteacher. The leadership provided by the headteacher has encouraged other leaders to hone their leadership skills to high levels. This has led to improvements in teaching over the last 18 months and rapid progress in all year groups this academic year. Governors are skilled and have given excellent support to the headteacher. Governors’ high aspirations help to drive school improvements. The rich curriculum enables teachers to plan interesting work. This allows all pupils to learn well. The curriculum plays a key role in promoting pupils’ personal development. Pupils’ attainment at the end of Key Stage 2 is above average, but it has not been consistently high over time. Pupils make good progress from their various starting points. Pupils who join the school other than the usual times also make good progress. Pupils’ behaviour in lessons and around school is outstanding. Pupils are very proud of their school and say that they enjoy attending. Teaching is consistently good and continues to improve. Teachers know pupils well and relationships are strong. As a result, pupils say they feel safe and that bullying is absent. The teaching of phonics (matching letters to the sounds that they represent) is particularly good and this leads to rapid progress in reading at Key Stage 1. Pupils are accomplished in using these skills to make sense of new words. Levels of care for disadvantaged pupils, disabled pupils and those who have special educational needs are excellent, and this leads to rapid progress for all these groups. Partnerships with parents have improved rapidly and are strong. Parents take an active role in fundraising and say how much they appreciate the school’s work. In consequence, the school is growing in numbers. Early years provision is outstanding in all aspects and gives pupils a valuable springboard into learning in Key Stage 1. It is not yet an outstanding school because : Progress is not rapid enough in mathematics and writing over time. In some lessons, not enough challenge is provided for all pupils to progress as rapidly as they could. Pupils are not encouraged to respond in enough detail to their teachers’ detailed marking.