|Name||Baynards Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 March 2011|
|Address||Townsend Road, Tiptree, Colchester, CO5 0ND|
|Religious Character||Does Not Apply|
|Number of Pupils||101 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.1|
|Percentage Free School Meals||17.8%|
|Percentage English is Not First Language||3.2%|
|Pupils with SEN Support||23.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about the school
Baynards is much smaller than most primary schools. There are four mixed-age classes including a mixed Reception Year and Year 1 class. The majority of pupils are White British. The proportion of pupils who come from minority ethnic backgrounds is much smaller than that found nationally and none of these pupils speak English as an additional language. The proportion of pupils with learning difficulties and/or disabilities, including those with a statement of special educational needs, is much higher than average. An average proportion of pupils is known to be eligible for free school meals. The school has the achieved Healthy School status. The headteacher has been in post for three terms. The breakfast and after-school club is managed by the governing body. The Little Peeps Nursery and Tiptree Pre-School Playgroup share the school site, but are not managed by the governing body and are subject to a separate inspection.
Baynards is a happy school and provides a good quality of education. Pupils enjoy coming to school because they find learning fun and receive good-quality care, guidance and support at every stage of their time in school. The progress pupils make has improved steadily in English and mathematics and is good for all pupils, including those with special educational needs and/or disabilities. The small size of year groups means that the characteristics of pupils are subject to year-by-year change. For this reason, in 2010 attainment was much higher than previous years in Year 6, but much lower in Year 2. However, attainment at the end of Year 6 remains average overall. Relationships with parents and carers are good and they are pleased with the new initiatives in school, in particular, their closer involvement in school, the better information they receive and the improved progress their children are making. One parent wrote of their child, ’Since being at Baynards she has progressed in a way we never thought possible. The staff help her immensely.’ Safeguarding arrangements are good, pupils say they feel very safe and they have a clear understanding of what is involved in leading a healthy life. Children settle well when they join the Reception Year and make satisfactory gains in their learning, but, nevertheless, enter Year 1 with skills levels below those expected nationally. The progress they make is improving, especially in their speaking and writing skills, which are a current focus for development. Through Years 1 to 6, a good curriculum ensures boys and girls have a broad range of learning experiences. Good support from well-trained staff for pupils who find learning difficult ensures they make the same good progress as their peers. There has been rapid improvement in tracking the progress pupils make across the school. This information is used well by teachers to set clear targets for pupils in literacy and numeracy. However, progress data is not used in classes consistently to plan tasks which offer full challenge to pupils of different abilities. The headteacher provides good leadership and has prioritised important areas for development quickly and accurately. Consequently, teamwork is strong and staff share a united ambition to ensure every child achieves as well as possible and to improve the school. Monitoring of new initiatives, teaching and learning and subject development by senior leaders and managers has contributed to the good progress made by all pupils. The governing body is supportive of the school. Many members are new to their role and recognise the need to develop their own skills so they can play a more active part, especially in monitoring new developments. The governing body does not provide sufficient challenge to leaders and mangers to match the good support they provide. Leaders and managers are not complacent and self-evaluation is reflective and ambitious. Issues from the previous inspection have been resolved or remain active work in progress and the school has demonstrated good capacity to sustain improvement.