Carr Green Primary School


Name Carr Green Primary School
Website http://www.carrgreenschool.org.uk
Ofsted Inspection Rating Outstanding
Inspection Date 08 December 2011
Address Carr Green Lane, Rastrick, Brighouse, West Yorkshire, HD6 3LT
Phone Number 01484715969
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 346 (52% boys 48% girls)
Number of Pupils per Teacher 22.6
Local Authority Calderdale
Percentage Free School Meals 11%
Percentage English is Not First Language 1.4%
Persisitent Absence 7.1%
Pupils with SEN Support 6.6%
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

This is a larger than average size primary school in which the proportion of pupils known to be eligible for free school meals is lower than that found nationally. The proportion of pupils from minority ethnic backgrounds or who speak English as an additional language is much lower than that found nationally. The proportion of pupils with special educational needs and/or disabilities is lower than average, as is the proportion of pupils who have a statement of special educational needs. The school has Healthy School status and has gained the Yorkshire Agricultural Society Conservation School of the Year award. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is an outstanding school. It provides excellent value for money. Pupils thoroughly enjoy coming to school. Their attendance is exceptionally high. The outstanding curriculum fuels pupils’ enthusiasm for learning because it provides them with an array of memorable and meaningful experiences. Excellent engagement with parents and carers results in them holding the school in very high esteem. ‘Carr Green is a school I am proud to send my children to’ and ‘Staff are always welcoming and the school is a wonderful environment to learn in’, are typical comments. The outstanding Early Years Foundation Stage gets children off to a flying start. Attainment on entry to the Early Years Foundation Stage varies considerably. It has declined somewhat in recent years and is now generally below age-related expectations where previously it has been broadly in line or occasionally above expected levels. Pupils achieve outstandingly well. By the end of Key Stage 2 attainment is consistently high. Pupils make good progress overall from their starting points because teaching is good. However, lower attaining pupils and those with special educational needs and/or disabilities, make outstanding progress because of the excellent care, guidance and support they receive. Pupils feel exceptionally safe in school because procedures for safeguarding are outstanding. Pupils’ behaviour is exemplary. They are confident and exceptionally polite. This and their high levels of attainment mean that they are outstandingly well-prepared for future success. The school is very highly regarded in the local community because pupils are so active in supporting local initiatives and because : pupils are outstanding ambassadors for the school. Pupils’ adoption of healthy lifestyles is outstanding as is their spiritual, moral, social and cultural development. Good teaching enables pupils to make good progress. It is well-planned with a good focus on learning. However, opportunities for pupils to be actively involved in their own learning are often limited because teachers control lessons too tightly; this slows progress. Some teaching is outstanding. It enables pupils to make outstanding progress. However, the school is not yet modelling this best practice effectively enough to increase the proportion of teaching that is outstanding. Pupils enjoy learning but they are not always clear about how well they are doing and what they need to do to reach challenging targets. Recent amendments to assessment procedures are tackling this but are at too early a stage to have full impact. Leaders and managers are driving the school strongly forward. They use the outcomes of accurate self-evaluation to tackle weaknesses effectively. Partnerships are used outstandingly well to support pupils’ learning and enjoyment. Outstanding equality of opportunity is promoted, as is community cohesion. The governing body provides good support and is improving its readiness and ability to challenge and hold the school more rigorously to account. The school has improved since the previous inspection in several key aspects and this demonstrates its good capacity to continue improving.