|Name||Castle Primary School|
|Ofsted Inspection Rating||Good|
|Address||Castle Street, Stoke-Sub-Hamdon, TA14 6RE|
|Religious Character||Does Not Apply|
|Number of Pupils||156 (44.2% boys 55.8% girls)|
|Number of Pupils per Teacher||21|
|Academy Sponsor||The Redstart Learning Partnership|
|Percentage Free School Meals||17%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||3.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (18 October 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school opened as a sponsor-led academy on 1 Mar 2015. Castle Primary School is a smaller than average-sized primary school. There are five classes. The school is part of The Redstart Learning Partnership. This multi-academy trust comprises five primary schools in the south west of England. The head of school is supported by an executive principal from the trust. The executive principal is a national leader of education, and provides support to four other schools in the trust. The vast majority of pupils are White British and the proportion who speak English as an additional language is well below the national average. The proportion of disadvantaged pupils supported through pupil premium funding is above the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is below that found nationally.
Summary of key findings for parents and pupils
This is a good school This is a rapidly improving school. Since its re-opening in 2015, leaders have built trust within the community. As a result, parents recognise the positive changes of recent years and are overwhelmingly supportive of the school. The new head of school, along with the senior leadership team, is ambitious and provides clear direction for improvement. The school benefits from sharing good practice with other members of the Redstart Learning Partnership. This has a positive impact on staff development and pupils’ progress improves as a result. The school’s inclusive culture ensures the welfare of vulnerable pupils and those who have particular needs. Pupils’ attitudes to learning are consistently positive and their behaviour reflects the school’s successful encouragement of high standards. Teachers plan work effectively for pupils who have gaps in their learning. As a result, they catch up quickly. Nursery provision is effective. It prepares children well to start school. Since 2016, the proportion of children achieving a good level of development at the end of the Reception Year has increased. Good-quality teaching has led to improved standards in phonics. Pupils’ achievement in the Year 1 phonics screening check is now well above the national average. Current pupils are making good progress in English and mathematics. Careful monitoring of the performance of disadvantaged pupils contributes to a large majority of them making good progress. The school’s successful approach to the teaching of writing means that an increasing number of pupils achieve the standards expected for their age. Leaders’ development of wider responsibilities for teachers, to monitor teaching, learning and assessment across the school, is not yet focused sharply enough on increasing pupils’ achievement. Pupils do not routinely practise calculation skills through reasoning and problem-solving in mathematics, especially the most able pupils. Teachers’ checking of key stage 2 pupils’ understanding in mathematics is not effective enough. As a result, too few pupils receive timely support. Leaders’ actions to improve pupils’ attendance have not been sufficiently effective. As a result, the level of persistent absence is still too high.