|Name||Aldryngton Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||01 December 2011|
|Address||Off Silverdale Road, Earley, Reading, Berkshire, RG6 7HR|
|Religious Character||Does not apply|
|Number of Pupils||313 (45% boys 55% girls)|
|Number of Pupils per Teacher||24.3|
|Percentage Free School Meals||1.6%|
|Percentage English is Not First Language||38.5%|
|Pupils with SEN Support||5.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Aldryngton is a larger than average primary school. About three quarters of pupils are of White British heritage. The remainder come from a range of backgrounds, with Indian and Pakistani being the next largest groups. About 10 per cent of pupils speak English as an additional language but none are at an early stage of learning English. The proportion of pupils who have learning difficulties and/or disabilities is well below the national average. These pupils have specific learning difficulties or behavioural, emotional and social problems. The proportion of pupils known to be eligible for free school meals is extremely low. The school has Healthy Schools status and the Active Mark. There are two Reception classes. Older pupils are taught in mixed age classes, comprising Years 1 and 2, Years 3 and 4, and Years 5 and 6.
The school provides an outstanding quality of education. Due to inspiring teaching, underpinned by an exceptionally stimulating curriculum, the outcomes for pupils are outstanding. Levels of attainment are consistently high. Pupils’ well-honed learning skills, together with their extremely mature attitudes, prepare them particularly well for their subsequent education and beyond. Parents and carers hold the school in high regard. Among their numerous positive comments were, ‘Aldryngton is a great school, which develops children not only educationally but also socially and emotionally’, ‘We are delighted with the school. The teachers are enthusiastic, positive, hardworking and committed’ and ‘My child has made excellent progress and loves being part of a very cheerful and positive community.’ Relationships across the school are excellent and pupils’ behaviour is exemplary. The school is a harmonious community where pupils from all backgrounds get on well with one another and are mutually supportive. Pupils have a strong voice and know their ideas are valued. Their contribution to the school and the wider community is outstanding. Pupils’ excellent understanding of the importance of a healthy lifestyle is evident in the enthusiasm with which they take part in the wide range of physical activities. A wealth of enrichment activities, including those in sport, music and art, contribute to pupils’ outstanding spiritual, moral, social and cultural development. Pupils fully appreciate the way the curriculum is flexible enough to allow them an element of choice about what to study, how to go about it and how to present their findings. Teachers are highly skilled in providing such opportunities for independent learning, while at the same time ensuring that pupils develop their skills progressively through challenging and meaningful activities. Staff keep detailed records of each pupil’s progress and provide excellent guidance about how they can improve. Pupils themselves contribute to this process, frequently assessing their own and their classmates’ work according to specific criteria. The complete confidence of parents and carers in the way their children are kept safe reflects the outstanding care, guidance and support provided. The school’s success owes much to the outstanding leadership at all levels. The headteacher plays a pivotal role in sustaining the collective determination of all staff to build on the school’s many strengths and move even further forward. All aspects are kept under regular review. Equality of opportunity is the bedrock of the school’s work. Parents and carers are frequently consulted and play a significant part in the school’s cycle of self-evaluation. As a result of this approach, strategic planning is founded on a wide range of evidence. For example, this process revealed some weaknesses in how the outdoor area in Reception is used to promote children’s learning, and this is, rightly, a school priority. The school has moved forward on several fronts since the last inspection. Teaching and the curriculum have improved and the rate of pupils’ progress has accelerated from good to outstanding. This indicates an outstanding capacity for sustained improvement.