|Name||Allerton Bywater Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||11 June 2019|
|Address||Leeds Road, Allerton Bywater, Castleford, West Yorkshire, WF10 2DR|
|Number of Pupils||415 (51% boys 49% girls)|
|Number of Pupils per Teacher||23.2|
|Academy Sponsor||The Brigshaw Learning Partnership|
|Percentage Free School Meals||14.2%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Allerton Bywater Primary School converted to become an academy in 2016. When its predecessor school was last inspected by Ofsted it was judged to be good. The school is larger than the average-sized primary school, following its expansion to a two-form entry primary school. It has increased in size year on year since academy conversion. In the current school year, an extra 40 pupils have been admitted into the school. Most pupils are White British. The overall proportion of disadvantaged pupils is slightly above the national average but varies considerably between year groups. The proportion of pupils with SEND is broadly in line with the national average, as is the proportion of pupils with an education, health and care plan. The school is part of the Brigshaw Learning Trust, which consists of six primary schools and Brigshaw High School. The structure of governance comprises members, trustees that oversee the partnership as a whole, and a local governing body for each school. A central team of officers, including the chief executive officer, provides support to all schools within the partnership.
Summary of key findings for parents and pupils
This is a school that requires improvement Although teachers ensure that planned activities engage pupils, they do not make sure that these activities are building pupils’ knowledge and skills sequentially through key stages 1 and 2. Current schemes of work for subjects such as history, geography and religious education (RE) are insufficiently detailed to ensure that activities build upon what pupils already know, can do and understand. Although a detailed scheme of work is in place for science, it is not embedded in all year groups. In the past, pupils’ outcomes at the end of key stage 2 have not been good enough. In 2018, pupils’ progress rates were well below averages in reading, writing and mathematics and pupils’ combined attainment was also well below the national average. Pupils’ outcomes in subjects beyond English and mathematics are not good enough. In key stages 1 and 2, too many activities lack the challenge needed for pupils to make good progress. The school has the following strengths Leaders, including governors, are ambitious for the future. They have a good understanding of the school’s strengths and areas for further improvement. Actions taken over the past year have ensured that current pupils’ attainment and progress in reading, writing and mathematics are improving at a good pace. The headteacher has managed the school’s rapid expansion and associated staffing issues with determination and integrity. Pupils behave well. They are polite, friendly and respectful and demonstrate very good attitudes to their learning. Children in the early years get off to a good start in their learning. The early years leader is knowledgeable and ensures that provision is such that children make good progress.