|Ofsted Inspection Rating||Good|
|Inspection Date||08 October 2013|
|Address||Belgium Street, Rochdale, Manchester, Lancashire, OL11 5PS|
|Number of Pupils||312 (53% boys 47% girls)|
|Number of Pupils per Teacher||32.0|
|Academy Sponsor||Bamford Academy|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||13.5%|
|Pupils with SEN Support||6.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The academy is larger than the average-sized primary school. Most classes are oversubscribed and the school has a waiting list for places. Around half of pupils are White British and one third of pupils are of Pakistani heritage. Smaller groups of pupils are from a range of other ethnic backgrounds. Around one third of pupils speak English as an additional language. The proportion of pupils supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is well below average. The proportion of pupils known to be eligible for free school meals and the pupil premium funding is well below the national average. (This additional funding is provided for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after by the local authority.) The academy meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. There have been a significant number of staffing changes since the previous inspection. The academy has Investors in People status and holds the International School’s Award and Artsmark Award. The Board of Trustees provides a before- and after-school club for pupils who attend the school.
Summary of key findings for parents and pupils
This is a good school. This is an improving school and achievement is now good. Standards of attainment in English are consistently above average by the end of Key Stage 2 and pupils make rapid progress in reading and writing across the school. Pupils behave exceptionally well and are very proud of their school. They are keen to learn and they work extremely well together when learning in small groups. Pupils develop a love of reading and learn to read successfully. The school provides a rich and diverse curriculum which captures pupils’ interests well. Parents are very positive about the care provided for their children. They say that children are happy in school and enjoy their lessons. Senior leaders have an astute grasp of the academy’s strengths and weaknesses and have managed effective actions to improve teaching and raise achievement. The Board of Trustees has a clear view of how well the school is doing. Trustees effectively challenge leaders to improve the academy further. Teachers with responsibility for leading subjects regularly check that teaching is helping pupils to learn and progress well. It is not yet an outstanding school because : Not enough teaching is yet outstanding and a small amount requires improvement. The quality of marking varies. Not all teachers show pupils the next steps they need to take to improve their work. Pupils do not always have enough time in lessons to act on advice when it is given. Pupils have too few opportunities to use their targets to check how well they are doing. There is scope for even higher achievement in mathematics as pupils’ progress and attainment are not as good in this subject as in English. A few children in the Early Years Foundation Stage do not make all the progress they are capable of because the teaching does not always provide enough challenge for them.