|Name||Carswell Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 May 2015|
|Address||Bostock Road, Carswell Primary School, Abingdon, Oxfordshire, OX14 1DP|
|Religious Character||Does not apply|
|Number of Pupils||251 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.3|
|Percentage Free School Meals||11%|
|Percentage English is Not First Language||21.4%|
|Pupils with SEN Support||18.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is broadly average in size. The majority of pupils are White British, with around a third from a range of minority ethnic groups. A fifth of pupils speak English as an additional language. Both these proportions are above the national average. Very few pupils are at an early stage of learning English The proportion of disadvantaged pupils, for whom the school receives additional funding through the pupil premium, is broadly average. The pupil premium provides additional funding for children who are looked after and those known to be eligible for free school meals. Around a third of pupils have one or more parents who serve in the armed forces. The school receives additional funding for these pupils. The proportion of disabled pupils and those who have special educational needs is around twice the national average. These needs relate mainly to behavioural, emotional and social difficulties, and moderate learning difficulties. The proportion of pupils entering or leaving the school at different times during the year is well above average. Children in the early years attend a Nursery class on a part-time or full-time basis in one of two Reception classes. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school runs breakfast and afternoon clubs for pupils. The school does not use any alternative provision.
Summary of key findings for parents and pupils
This is a good school. The headteacher provides excellent leadership. Her relentless determination to ensure all pupils do as well as they can is a powerful force for change in this improving school. School leaders, managers and governors have a strong impact on the quality of teaching and pupils’ achievement. They have created a culture of high expectations. From starting points below those typical for their age, children make good progress in the early years and are well prepared for learning in Year 1. Pupils continue to make good headway as they move through the school and reach broadly average standards in reading, writing and mathematics by the end of Year 6. All groups of pupils achieve well because the teaching engages and generally challenges them, and the curriculum sparks their interest and enthusiasm. Pupils from a wide range of backgrounds get on very well together. They feel safe, behave well, enjoy learning and try hard. Parents hold the school in high regard. They are confident that their children are cared for and are kept safe. The curriculum successfully develops pupils’ literacy and numeracy skills and their spiritual, moral, social and cultural awareness. From an early age, pupils learn how to play and work happily together. Pupils understand their rights and responsibilities, and are mutually respectful. They are well prepared for secondary education and life in modern Britain. It is not yet an outstanding school because: In Year 1 some tasks do not challenge pupils enough. Planning for the foundation subjects, such as history and geography, does not routinely include opportunities for pupils to study in depth or to use their literacy skills in different contexts.