|Name||Belswains Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 July 2013|
|Address||Barnfield, Hemel Hempstead, Hertfordshire, HP3 9QJ|
|Religious Character||Does not apply|
|Number of Pupils||253 (46% boys 54% girls)|
|Number of Pupils per Teacher||21.6|
|Percentage Free School Meals||14%|
|Percentage English is Not First Language||11.5%|
|Pupils with SEN Support||14.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is an average-sized primary school. The proportion of pupils eligible for the pupil premium is below the national average. This is additional government funding for those pupils who are known to be eligible for free school meals, children of service families and those children that are looked after by the local authority. The large majority of pupils are White British. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of those supported through school action plus or with a statement of special educational needs is above average. Four new teachers, including two newly qualified teachers, were appointed in September 2012. The headteacher was appointed in April this year. The deputy headteacher is on maternity leave. Subject leader and other leadership responsibilities have been re-allocated this year. The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress from their starting points in Nursery and Reception and, increasingly, are leaving Year 6 with rising attainment in English and mathematics. More able pupils, in particular, achieve well. Teachers are enthusiastic and ensure that pupils know what is expected of them. Pupils’ behaviour and their ability to keep safe are good. They get on well with each other, enjoy coming to school and are keen to work hard. Rigorous checks on the quality of teaching and the systematic tracking of individual pupil’s progress are raising achievement across the school. High quality relationships between adults and pupils make a significant contribution to the positive atmosphere across the school. Pupils are given memorable experiences across a range of subjects. They work hard at topic work and develop a love of reading and books. The new senior leadership team is rapidly improving the quality of teaching and learning. Pupils, parents and carers, members of the governing body and staff are fully committed to moving the school forward. Parents are very supportive of the school; they have great confidence in the way the school manages pupils’ behaviour and personal development. It is not yet an outstanding school because : Information on pupils’ progress is not used effectively enough by teachers to adapt their teaching to meet the needs of those who are disabled or who have special educational needs. Teachers do not consistently use their marking and guidance to pupils to tell them precisely how to improve or give them time to act on this advice in lessons. The impact of additional provision for pupils who find learning difficult is not measured accurately enough to show whether these pupils’ progress is accelerating. Those with responsibilities for subjects and for planning additional provision are not yet fully involved in leading improvements in teaching and learning.