|Name||Yorkley Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 November 2016|
|Address||Lydney Road, Yorkley, Lydney, Gloucestershire, GL15 4RR|
|Religious Character||Does Not Apply|
|Number of Pupils||142 (43% boys 57% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||14.1%|
|Percentage English is Not First Language||0%|
Information about this school
This is a smaller than average-sized primary school and pupils attend the Reception Year full time. The proportion of pupils for whom English is an additional language and the proportion of pupils from minority ethnic backgrounds are below the national average. The school meets the government’s current floor standards, which are the minimum expectations of pupils’ attainment and progress in English and mathematics by the end of Year 6. The proportions of pupils who are known to be eligible for the pupil premium and pupils who have special educational needs and/or disabilities are above average. 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 provides effective and decisive leadership. She has successfully improved the school since the last inspection. She has raised pupils’ achievement and the quality of teaching. Leaders’ and governors’ relentless ambition to eradicate underperformance is translated into action and this means that the school continues to improve. Leaders have successfully tackled a legacy of weak teaching. Staff are well trained and have frequent opportunities to further develop their practice. Reading is a strength in the school. Pupils read well and widely. They understand what they read and know that being able to read well helps them in all their learning. Outcomes for pupils are improving rapidly. Pupils clearly enjoy their work, tackling learning with a steely determination and a strong desire to succeed. They work exceptionally well and productively. The good progress made by pupils who have special educational needs and/or disabilities is the result of careful analysis of their needs and the effective support provided. Leaders make good use of the pupil premium funding. Consequently, disadvantaged pupils make better than expected progress from their starting points in nearly all subjects than other pupils nationally. Pupils say that they feel safe and well looked after. The fostering of pupils’ spiritual, moral, social and cultural development by all adults is a strength of the school. Pupils are friendly, kind and respectful to others. Their attitudes to learning are very positive. Occasionally the teaching of mathematics does not challenge pupils to think more deeply and develop good reasoning skills, particularly for the most able. Attendance has improved and continues to do so. Pupils who are disadvantaged, however, do not attend as well as other pupils. Early years provision requires improvement. Some children do not make enough progress because teaching, learning and assessment is not always effective enough.