White Meadows Primary Academy

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Children are taught and cared for very well in the Early Years Foundation Stage. They make outstanding progress and are very well prepared for Year 1.

Pupils make good progress in all subjects across the school. Much teaching is at least good and some is outstanding. Pupils learn well during the large majority of lessons because their teachers and teaching assistants have high expectations.

Pupils are keen to learn and are proud of their achievements. They are polite and behave well towards one another. Pupils feel safe and well cared for in school.

Leadership is good because the high expectations of the headteacher, other leade...rs and governors have led to improvements to teaching and ensured that pupils make swift progress. It is not yet an outstanding school because : Too few pupils achieve results at the higher levels at the end of Key Stage 1 and Key Stage 2. Pupils, particularly the most able, are not always given sufficiently high levels of challenge in their lessons.

Information about this school

The school opened in September 2011 following the closure of two former schools on the same site. The school is a much larger-than-average-sized primary school. The school meets the government's current floor standards, which set the minimum expectations of pupils' attainment and progress.

The proportion of pupils who are eligible for additional government funding, known as the pupil premium, is much higher than the national average. This extra money is provided for children in local authority care, children with a parent in the armed services and those known to be eligible for free school meals. There are no pupils with a parent in the armed forces currently on roll, and the proportions of pupils in local authority care currently on roll are lower than the national average.

The proportions of disabled pupils and those with special educational needs, including pupils supported through school action or school action plus and those with statements of special educational needs, are well above average. Some pupils have speech, language and communication needs, while others have behavioural, emotional and social difficulties or other needs. A large majority of pupils are of White British heritage.

The number of pupils joining or leaving the school other than at the usual times is slightly higher than in most other schools. The school does not currently operate any alternative provision for pupils. Children in the Early Years Foundation Stage have one Nursery and three Reception classes provided for them.