Preston Hedges Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is an outstanding school. Outstanding leadership by the headteacher and senior leaders, a very effective governing body and all staff working together ensure that pupils receive an excellent education.

Senior leaders set high expectations. Consequently, teaching has improved. Much of the teaching over time is outstanding.

It is never less than good. Leaders and staff ensure that all pupils are making excellent progress. Their achievement is outstanding.

Standards in reading, writing and mathematics in Year 6 continue to rise and are, currently, exceptionally high. Effective action has been taken to ensure pupils' reading skills in Key Stage 2 imp...rove rapidly. However, not all pupils tackle books that are more demanding for the reader.

Pupils tend to be too narrow in their choice of themes and do not explore the work of different authors. More-able readers do not always reflect sufficiently on the meaning of the text. Teachers mark pupils' work thoroughly and give pupils clear advice on how to improve it.

They do not consistently check that all pupils have acted on that advice and improved their next pieces of work as directed. Pupils enjoy school. Their behaviour is exemplary.

They have an excellent understanding of how to keep themselves safe. Their attendance is well-above average. Governors have managed the conversion to an academy very well.

They are actively taking the academy forward and set challenging targets for the headteacher.

Information about this school

Preston Hedges Primary School converted to become an academy school in December 2012. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be good.

The academy is much larger than the average primary school. Most of the pupils are of White British origin. The remainder come from a number of different minority ethnic backgrounds.

The proportion of pupils who speak English as an additional language is much lower than average. None are at the early stages of learning English. The proportion of disabled pupils and those who have special educational needs supported through school action is well-below average.

The proportion identified for additional support through school action plus or with a statement of special educational needs is below average. Most of these pupils have speech, language and communication needs. Very few pupils are supported through the pupil premium.

This is additional government funding for pupils who are known to be eligible for free school meals, and those who are looked after. In 2013, the academy met the government's current floor standards, which set the minimum expectations for pupils' attainment and progress. The governing body manages the 'Breakfast and After School clubs' which operate during term time.