Caversham Park Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school The headteacher, with the strong support of senior staff and the governing body, has driven significant improvement since the last inspection. Pupils make good progress because the teaching is good and at times outstanding. Lessons include engaging activities that motivate pupils to try their best.

Pupils are eager to contribute ideas and they take a pride in their work. Pupils are courteous and considerate. They support one another in lessons and willingly cooperate.

They feel very safe and secure and enjoy coming to school. A wide range of clubs and other activities support pupils' learning and personal development. School leaders regul...arly review the quality of teaching and track pupils' progress meticulously.

This enables them to provide teachers with further guidance and training, and to arrange support for any pupils falling behind. Governors work closely with school leaders in reviewing the school's performance. They keep up to date with developments and gain first-hand information by visiting the school regularly.

This enables them to provide perceptive guidance and support. It is not yet an outstanding school because : Pupils in Years 1 and 2 lack confidence in using their number skills to tackle mathematical problems. In some lessons, in Years 1 to 3, work which has a good level of challenge for pupils of all abilities is not introduced early enough.

Information about this school

The school is smaller than the average sized primary school. Most pupils are White British, with around 20% from a range of minority ethnic groups. A below average proportion of all pupils speak English as an additional language and very few are at an early stage of learning English.

The proportion of pupils known to be eligible for free school meals, for whom the school receives additional funding through the Pupil Premium, is below average. (The pupil premium provides additional funding for children in the care of the local authority, children of parents serving in the armed forces and for pupils known to be eligible for free school meals.) The proportion of disabled pupils and those who have special educational needs supported by school action is broadly average.

The proportion supported by school action plus or with a statement of special educational need is also broadly average. These needs relate mainly to moderate learning difficulties or speech, language and communication problems. The school meets the government's floor standards, which set the minimum expectations for pupils' attainment and progress.