The Middle Rasen Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Leaders, managers, staff and governors create an environment in which learning flourishes. They ensure improved teaching and achievement.

Pupils behave well and are keen to learn so lessons are never disrupted. Pupils show courtesy and respect to each other and to adults. Pupils are safe in school.

They are known well as individuals and are confident about who to turn to if they need help. Teachers provide interesting and varied activities which challenge both boys and girls. They give good support to any pupils who are struggling.

Pupils make good and sometimes outstanding progress as they move through the school. They achieve ...well and reach standards in reading, writing and mathematics that are at least average by the end of Year 6. Provision for pupils' spiritual, moral, social and cultural development is good.

They become more mature and responsible in preparation for their role as adult citizens in British democratic society. It is not yet an outstanding school because : Occasionally, pupils are given work which is too easy or too hard. This prevents them from making more rapid progress.

There are insufficient opportunities for teachers to improve their skills by observing best practice in the school and elsewhere. Pupils' cultural development is limited by a lack of first-hand experience of the diverse make up of modern British society.

Information about this school

The school is smaller than most primary schools.

The large majority of pupils are White British. Very few are from other ethnic groups, and currently no pupils speak English as an additional language. At 15%, the proportion of disadvantaged pupils for whom the school receives the pupil premium funding is below average.

This is additional funding for pupils known to be eligible for free school meals or in care. At 7%, the proportion of disabled pupils and those who have special educational needs supported through school action is below average. At just over 5%, the proportion of pupils supported at school action plus, or with a statement of special educational needs is average.

Children attend the Early Years Foundation Stage full time and are taught in their own Reception class. Pupils in the other years are taught in three mixed-age, mixed-ability classes. There were too few pupils in Year 6 to be able to make a statistically reliable judgement on whether the school meets the government's current floor standards.

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