|Name||Allenton Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||10 October 2017|
|Address||Brookhouse Street, Allenton, Derby, Derbyshire, DE24 9BB|
|Religious Character||Does Not Apply|
|Number of Pupils||404 (44% boys 56% girls)|
|Number of Pupils per Teacher||18.0|
|Academy Sponsor||Transform Trust|
|Percentage Free School Meals||44.6%|
|Percentage English is Not First Language||33.4%|
Information about this school
The school converted to become an academy on 1 January 2015. It is sponsored by Transform Trust. The school is larger than the average-sized primary school. The proportion of disadvantaged pupils is above average. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school This rapidly improving school is well led. The headteacher is determined that all pupils will achieve to the best of their ability. Leaders have brought about rapid improvement to teaching. The trustees and local governors challenge the headteacher rigorously and also provide good support for the school. Teaching is good. Teachers review pupils’ understanding during lessons and provide support to improve it, although pupils’ misconceptions are occasionally not fully addressed. The school’s principle of promoting life skills is at the heart of the curriculum. Pupils develop resilience, resourcefulness and reflectiveness. They learn how to work together well. Pupils make good progress overall. Attainment has improved and is now in line with that of pupils nationally. This includes disadvantaged pupils and those who have special educational needs and/or disabilities. Good teaching in the early years means that children are well prepared for Year 1. Pupils have positive attitudes to learning. This is especially true where teaching is most effective. They take pride in the presentation of their books. Pupils’ behaviour in class is much improved. The proportion of pupils who are excluded for poor behaviour has reduced. Behaviour at break- and lunchtime, however, is not always good enough. The most able pupils are not always challenged by their work. This is because teachers’ expectations of them are not consistently high. Too few of these pupils achieve the higher standards in reading, writing and mathematics. Pupils do not make consistently good progress in different classes and in different subjects. In reading, some pupils are not challenged enough by the texts given to them. Not all teachers apply the school’s behaviour policy consistently. In some classes, pupils’ off-task behaviour hinders their progress. Leaders and members of staff are making great efforts to improve pupils’ attendance. Despite this, attendance is still below average and remains a priority for the school.