Condover CofE Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Pupils' attainment at the end of Key Stage 2 is consistently high in English and mathematics.

Teaching is mostly good and, in Key Stage 2, it is often outstanding. Pupils who find learning difficult make good progress because : they receive effective care and support. Good quality provision for spiritual, moral, social and cultural development promotes pupils' high self-esteem and confidence.

This is reflected in their good behaviour and great enthusiasm for learning. Pupils say that they enjoy the school's 'family atmosphere'. They feel that the school cares for them well and keeps them safe from harm.

The headteacher is an amb...itious and effective leader who has an accurate view of the school's strengths and areas for improvement. Together with other staff and the governing body, she has generated many improvements since her appointment. All members of staff are keen to play their part in making the school even more successful.

It is not yet an outstanding school because : The quality of teaching in the Early Years Foundation Stage and Key Stage 1 is not as good as in Key Stage 2. Consequently, pupils' progress is slightly less rapid. Pupils' progress in mathematics is slightly slower than in English because pupils are given limited opportunity to apply their skills and solve problems in situations relevant to their experiences.

The teaching of phonics (the links between letters and sounds) is not consistently good. Consequently, pupils' skills in reading by the age of six are not fully developed. The school's leaders do not make full use of assessment information to make detailed checks on the progress of classes and other groups of pupils.

Information about this school

The school is smaller than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium is below average. (Pupil premium is an additional funding given to schools for pupils who are known to be eligible for free-school meals, those who are looked-after and those from families in the Armed Forces).

Most pupils are White British. The proportion of pupils who need extra help (school action and school action plus) is typically average. The proportion of pupils with a statement of special educational needs is typically average.

The school meets the current floor standards, which set the government's minimum expectations for pupils' attainment and progress

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