King’s Academy Gomer

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 in national assessments is above the national average. The rate of progress pupils make from their different staring points in both English and mathematics also is good. The progress pupils make is tracked closely by the school and support is provided if this slows for some pupils.

The quality of teaching and learning over time has been good and has enabled all groups of learners to make good progress including disabled pupils and those with special educational needs. Pupils' behaviour around the school is good and they enjoy learning in class. The senior and middle leadership teams have been ...effective in improving the outcomes for pupils by raising the quality of the teaching in class.

Pupils are well prepared for their next stage in education both in terms of their academic development and their social, moral spiritual and cultural development. It is not yet an outstanding school because : Attainment in writing lags behind that in reading and mathematics; as a result achievement is not consistent between subject areas. Pupils are not always given clear targets that would help them improve their work.

Although pupils are given guidance on how to improve their work they do not respond to the feedback so mistakes can be repeated. Governors do not review data rigorously enough to provide sufficient challenge to school leaders for the outcomes of groups of pupils.

Information about this school

The school is average sized for a primary school.

It draws an increasing number of pupils from outside of the local area. Pupils from the families of the service personnel posted at the naval base attend the school. The proportion of pupils eligible for extra funding provided for children of service families, looked after children, and those pupils known to be eligible for free school meals (pupil premium) is a little below the national average.

The proportion of disabled pupils and those with special educational needs who are supported through school action and the number of those who are supported through school action plus or with a statement of special educational needs are broadly in line with the national average. The number of pupils from minority ethnic groups is much lower than the national average and there are no pupils who speak English as an additional language currently attending the school. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.

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