|Name||Warton Archbishop Hutton’s VC Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 June 2019|
|Address||Warton, Back Lane, Warton, Back Lane, Nr Carnforth, Lancashire|
|Number of Pupils||114 (55% boys 45% girls)|
|Number of Pupils per Teacher||19.0|
|Percentage Free School Meals||8.8%|
|Percentage English is Not First Language||0.9%|
Information about this school
The school is smaller than the average-sized primary school. Pupils are taught in four mixed year group classes from the Reception to Year 6. Almost all pupils are from White British backgrounds and speak English as their first language. The proportion of pupils known to be eligible for free school meals is well below average. The proportion of pupils with SEND is below average. The Statutory Inspection of Anglican and Methodist Schools took place in October 2015. The headteacher took up her post in September 2017.
Summary of key findings for parents and pupils
This is a good school Previous turbulence in leadership and staffing resulted in pupils’ historic outcomes being variable. However, leaders’ current actions are effective and have secured good teaching and progress. Consequently, pupils’ outcomes have improved. Governors challenge leaders effectively. They have a clear understanding of the school’s strengths and weaknesses. Leaders and governors ensure that pupils benefit from a broad curriculum. They develop their knowledge and skills across a range of subjects. The small number of disadvantaged pupils make good progress because leaders use the pupil premium funding effectively in order to support them. The impact on improving the academic achievement of these pupils is evident in their work across the school. The quality of teaching throughout the school is good. Teachers have high expectations of what pupils can achieve. As a result, current pupils make good progress in a wide range of subjects. Teachers use assessment information effectively to provide pupils, including the most able, with work that meets their needs and challenges them effectively. Overall, pupils’ attendance is above the national average and persistent absence is below average. The behaviour of pupils in lessons and at breaktimes is good. The provision to support pupils’ personal development and welfare is strong. Pupils are happy and safe. Children in early years spend time on purposeful activities that extend their learning. Good teaching enables children to make strong progress. Pupils with special educational needs and/or disabilities (SEND) make good progress from their different starting points. The leadership of English and mathematics is strong. Some subject leaders are new to their roles and are not fully involved in monitoring teaching and progress in their subjects. Reading, writing and mathematics are well established in the curriculum. However, teachers do not provide pupils with enough opportunities to develop their mathematical thinking skills, or with enough encouragement to explain their calculations.