|Name||Watergall Primary School Closed|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||22 November 2016|
|Address||Watergall, Bretton, Peterborough, Cambridgeshire, PE3 8NX|
|Religious Character||Does Not Apply|
|Number of Pupils||369 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.4|
|Percentage Free School Meals||27.9%|
|Percentage English is Not First Language||40.8%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is larger than the average-sized primary school and is on the same site as the children’ centre and pre-school. A large proportion of pupils are from White British backgrounds and speak English as their first language. However, the proportion of pupils from other cultures has increased considerably and is now above the national average. The proportion of disadvantaged pupils supported by the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The school meets the government’s current floor standards for 2016, 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 school that requires improvement Actions taken by leaders have not been effective in addressing fully the weaknesses highlighted at the previous inspection. Although rising, pupils’ attainment is too low. The quality of leadership is not consistently strong. Some leaders are relatively new to post and have not had the time to make a significant impact on school improvement. Others are not as clear as they need to be about the role they play in improving the school. Teaching is not consistently good from early years to Year 6. Although improvements have been made for older pupils, there remain weaknesses in key stage 1, and in the development of writing and mathematics. Assessment of pupils is not regular enough to quickly identify pupils who are falling behind in their learning. As a result, not all pupils make the best progress they can, especially boys. Not enough teachers are skilled at checking on how well pupils are doing in lessons. As a result, planning does not always take account of where pupils are in their learning. Some lower-attaining pupils are not able to keep up with the work that is provided, and some more-able pupils are not sufficiently challenged. As a further consequence, attention wanes and behaviour sometimes deteriorates. All teachers consistently implement the school’s marking and feedback policy. Pupils are mostly well informed about what they need to do to improve their work. In upper school, pupils respond well to this guidance. Since the previous inspection, governors have not effectively held leaders to account for the speed at which improvements have been made. Nor have they rigorously checked on the use of additional spending to improve the outcomes of the most vulnerable pupils. The school has the following strengths The school’s work to safeguard pupils is highly effective. All staff take responsibility for keeping pupils safe and work well with families. Promotion of pupils’ social, moral, spiritual and cultural development is very effective. The support given by leaders to improve teaching, and the work in pupils’ books, both indicate that the school has the capacity to continue to improve.