|Name||Aintree Davenhill Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||27 March 2014|
|Address||Aintree Lane, Aintree Village, Sefton, Merseyside, L10 8LE|
|Religious Character||Does not apply|
|Number of Pupils||472 (56% boys 44% girls)|
|Number of Pupils per Teacher||24.1|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||0.2%|
|Pupils with SEN Support||7.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Aintree Davenhill is a much larger than average-sized primary school. Most pupils are of White British heritage. The proportion of pupils from minority ethnic groups is well below average, as is the proportion of pupils who speak English as an additional language. The proportion of pupils supported by the pupil premium funding is lower than that usually found. The pupil premium is additional funding for pupils known to be eligible for free school meals, those looked after by the local authority and children from service families. The proportion of pupils supported at school action is below average. The proportion supported at school action plus or with a statement of special educational needs is above average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The headteacher has been in post since September 2012. Since the last inspection, the school has undergone a significant rebuilding programme.
Summary of key findings for parents and pupils
This is a good school. Teaching is good. There are high expectations of pupils and teaching and the curriculum involves and motivates them. As a result, pupils make good progress. By the end of Year 6, standards in mathematics are high and in reading and writing are above average. Pupils’ progress from their various starting points is outstanding in mathematics and good in English. Well-tailored support for pupils with special educational needs and those supported by the pupil premium enables these pupils to also make good progress. Good promotion of pupils’ spiritual, moral, social and cultural development enables them to thrive in a very supportive and exciting learning community. Behaviour is good and attendance is broadly average and improving. Pupils have very positive attitudes towards their learning and good relationships with each other and with adults in the school. They particularly enjoy their topic work, art and mathematics. Pupils feel safe in school. The school’s own evaluation of its work is accurate and based upon the regular and rigorous analysis of pupils’ progress. In the short time the senior leaders have been in post, they have acted swiftly and decisively to improve the quality of teaching and the progress pupils make. As a result, there have been significant improvements in the Early Years Foundation Stage and in mathematics across the school. It is not yet an outstanding school because : Teaching is not yet outstanding. Assessment information, especially that gained through marking, is not always used effectively to plan pupils’ progress. As a result, work is not always precisely enough matched to pupils’ needs and capabilities so that they can achieve their full potential. Pupils are not always given good guidance about how to improve their work, particularly their spelling, and are not always given the opportunity to respond to teachers’ comments in order to improve their work. The arrangements for teaching phonics do not always allow pupils to build effectively on their learning and use what they have learned to improve their writing.