Bishop Ian Ramsey CofE Primary School

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About Bishop Ian Ramsey CofE Primary School


Name Bishop Ian Ramsey CofE Primary School
Website http://bishopianramsey.org.uk
Inspections
Ofsted Inspections
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.
Mr David Mordue
Address Manor Road, Medomsley, Consett, DH8 6QN
Phone Number 01207560235
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 136
Local Authority County Durham
Highlights from Latest Inspection
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.

Summary of key findings for parents and pupils

This is an inadequate school Over time, senior leaders and governors have not addressed weaknesses in teaching, learning and assessment.

This has resulted in pupils making inadequate progress from their starting points. Turbulence in staffing has hindered school improvement and interrupted pupils' learning. Middle leaders have not been sufficiently challenged or supported to become effective in their roles.

Leaders have not put effective assessment systems in place. Teachers have an inaccurate picture of pupils' abilities and low expectations of what pupils can achieve. On too many occasions, the work set does not meet pupils' needs.

Until very recent...ly, governors have not had a reliable picture of school performance. They have not checked effectively to see if additional funding to support disadvantaged pupils and pupils with special educational needs and/or disabilities (SEND) is used to good effect. Relationships between school leaders and the wider community have declined significantly.

Leaders and governors have not developed systems to gauge or respond to the concerns of parents and staff. This has undermined the work of the school. Pupils make slow progress when learning to read.

Books, including those that pupils take home to practise their reading, are not matched effectively to the letters and sounds they know or are learning. This prevents pupils from becoming fluent and confident readers. The wider curriculum lacks depth.

The knowledge, skills and understanding that pupils acquire in subjects such as science, history and geography are limited. In the early years, assessment is inaccurate. Teachers do not build on children's confidence with words and their proficiency with numbers to provide sufficiently challenging activities.

Expectations of what children can learn and do are too low. The school has the following strengths Staff ensure that pupils are safe. Pupils value the kindness of their teachers and the care and support they receive.

Pupils are confident, articulate and behave with consideration for others. They are proud of their school community. Staff provide pupils with a range of experiences that enhance their spiritual, moral, social and cultural development.

For example, pupils develop their self-esteem and confidence through varied opportunities to take on additional responsibilities.

Information about this school

The school is smaller than the average-sized primary school. The vast majority of pupils are White British.

The proportion of disadvantaged pupils eligible for the pupil premium is below average. The proportion of pupils who have SEND support is below average. The school provides a breakfast club and an after-school club that is run by school staff.

There have been considerable staffing changes since the previous inspection. A new headteacher took up post in January 2017 and a new chair of the governing body took up post in November 2017. The chair of the governing body was absent from her role during the spring and summer terms in 2018.

A number of subject leaders are new to post since September 2018. The substantive headteacher was absent during the inspection. An acting headteacher, from a diocesan school, has been providing additional support on a part-time basis for two and a half days per week.

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