Accrington Spring Hill Community Primary School

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Accrington Spring Hill Community Primary School

Name Accrington Spring Hill Community Primary School
Ofsted Inspection Rating Good
Inspection Date 08 May 2014
Address Exchange Street, Accrington, Lancashire, BB5 0JD
Phone Number 01254399009
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 403 (53% boys 47% girls)
Number of Pupils per Teacher 22.5
Local Authority Lancashire
Percentage Free School Meals 22.8%
Percentage English is Not First Language 83.6%
Persisitent Absence 19.8%
Pupils with SEN Support 14.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a larger than average-sized primary school. A very large majority of pupils is of Pakistani heritage. The proportion of pupils who speak English as an additional language is well above average. The proportion of pupils supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above average. The proportion of pupils eligible for the pupil premium is above average. The pupil premium is additional funding for pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The school is a happy community, where learning and good behaviour are valued, and where pupils, whatever their abilities or needs, are made to feel welcome. Achievement is good. Pupils’ progress has improved rapidly since the previous inspection. Standards are rising and pupils in Year 6 are reaching the level expected for their age in reading, writing and mathematics. Children get off to a good start in the Early Years Foundation Stage. Adults know the children well and plan exciting activities which are well-matched to their needs and abilities. Teaching is good. Relationships are strong, activities are carefully planned and pupils are keen to learn and do well. The support provided by highly skilled and dedicated teaching assistants makes a strong contribution to pupils’ learning in lessons. Pupils’ behaviour is good. They get on well together and support each other in lessons. They are spontaneously polite and helpful. Pupils feel safe and well looked after in school. Pupils’ spiritual, moral social and cultural development is good. They have many opportunities to reflect on their feelings and those of others. Parents are supportive of the school and appreciate the effort that staff put in, ‘to make it a good place for the children’. The headteacher provides strong leadership. Successful teamwork among leaders and staff at all levels has contributed well to the significant improvements in achievement and the quality of teaching. The governing body provides good support for the school. It asks challenging questions which hold school leaders to account in this rapidly improving school. It is not yet an outstanding school because : Teaching is not outstanding. Pupils are not always clear about what they are aiming for in order to make their work better. Although progress is accelerating, pupils do not yet do as well in writing as they do in reading and mathematics.