Babraham CofE (VC) Primary School

About Babraham CofE (VC) Primary School Browse Features

Babraham CofE (VC) Primary School

Name Babraham CofE (VC) Primary School
Ofsted Inspection Rating Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 10 October 2013
Address High Street, Babraham, Cambridge, Cambridgeshire, CB22 3AG
Phone Number 01223832322
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 91 (50% boys 50% girls)
Number of Pupils per Teacher 18.8
Academy Sponsor The Diocese Of Ely Multi-Academy Trust
Local Authority Cambridgeshire
Percentage Free School Meals 3.3%
Percentage English is Not First Language 29.7%
Persisitent Absence 6.7%
Pupils with SEN Support 12.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much smaller than the average-sized primary school. Few pupils live in the village and so most travel from a wide area. The school is oversubscribed, and at least three children apply for each place every year. The school grounds, with blue tractor, adventure play equipment and field, are larger than usually found in this size of school. There are mixed-age groups in the three classes. In the morning, pupils are grouped into four classes. The Reception-age children are in a class with Year 1 pupils. The village has a research campus and the mobility of the workforce means that more pupils than usual join or leave the school during each school year. The proportion of pupils from minority ethnic backgrounds is above average. Almost all are fluent in English. The proportion of pupils supported by additional government funding through the pupil premium is low. In this school, it mostly applies to pupils who are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs supported through school action is average. The proportion supported at school action plus or with a statement of special educational needs is well above average, but the number of pupils is small. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is an after-school club during term time which is managed independently of the school. It is registered with Ofsted and will be inspected separately. The headteacher joined the school in September 2012.

Summary of key findings for parents and pupils

This is an outstanding school. Pupils’ attainment is consistently well above average in English and mathematics. They make excellent progress during their time in the school because teaching is outstanding. Teachers have high expectations for what pupils can achieve and plan exciting, interesting tasks to engage and motivate them. Children in Reception benefit from being with Year 1 pupils. Most develop skills quickly and are well prepared for Key Stage 1. Early writing skills are not as advanced for some because planning does not always link indoor and outdoor activities to develop them. All staff teach phonics (linking letters and sounds) exceptionally well and developing reading skills has a high profile. Attainment is high as a result. Behaviour in lessons and around school is outstanding. Pupils feel safe, cared for and unique. Leadership and management are outstanding. The headteacher and staff work as an extremely effective team. They identify the right priorities for improvement by regularly checking on teaching and pupils’ progress. Parents are overwhelmingly supportive and say that the school has gone from strength to strength. A few had concerns about homework. Governors are keen to help the school to improve and have much expertise to offer. Their regular visits mean that they know how well the staff and pupils are performing.