|Name||Alston Primary School|
|Ofsted Inspection Rating||Good|
|Address||Church Road, Alston, CA9 3QU|
|Religious Character||Does Not Apply|
|Number of Pupils||94 (46.8% boys 53.2% girls)|
|Number of Pupils per Teacher||14.6|
|Percentage Free School Meals||10.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||5.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 June 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
This school is smaller than the average-sized primary school. The proportion of disadvantaged pupils is below average. Almost all pupils are of White British heritage. The proportion of pupils for whom English is an additional language is well below average. The proportion of pupils with SEND is slightly above average. The proportion of pupils with an education, health and care plan is above average. The school runs a breakfast club and an after-school club. The school has been part of the Alston Moor Federation since September 2015. The federation consists of one secondary school and two primary schools. The federation has a single governing body and is led by one headteacher. This primary school shares the same building and grounds as the secondary school within the federation.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have responded swiftly and decisively to the recommendations from the last inspection. Their actions have ensured that Alston Primary School remains good. Leaders and governors have a clear understanding of the school’s strengths and weaknesses. This has helped them to plan improvements that have moved the school forward. Governors hold leaders to account for their progress with these improvements. Leaders have improved teaching and learning. Strong teaching is consistent across subjects and years. This has led to an improvement in pupils’ outcomes in reading, writing and mathematics across the school. Most pupils currently in school are making strong progress. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) make strong progress because leaders make effective use of extra funding, including the pupil premium. The curriculum enables pupils to learn across a range of subjects. Sometimes, the work that the most able pupils receive in subjects other than English and mathematics does not challenge them sufficiently. Teachers make sure that pupils have opportunities to hone their writing skills in a range of subjects. At times, and especially in lower key stage 2, teaching does not support pupils to identify and correct their spelling mistakes. When this happens, it has a negative impact on the quality of writing that pupils produce. Children in early years make a good start to their education. Good teaching enables the majority to reach at least a good level of development by the time they start Year 1. Younger pupils in school benefit from the changes that leaders have made to the teaching of phonics. Most pupils are on track to reach the expected standard in the national phonics screening check in Year 1. Leaders ensure that pupils develop well spiritually, morally, culturally and socially. They are well prepared for life in modern Britain. They participate in a wide range of sports as a result of leaders’ good use of the physical education (PE) and sport premium grant. Pupils behave well in school and benefit from good arrangements for their personal development and welfare. The strong culture of safeguarding that leaders have established helps pupils to feel safe in school.