Chantry Primary Academy


Name Chantry Primary Academy
Website http://www.chantryprimaryacademy.com
Ofsted Inspection Rating Good
Address Tomlinson Avenue, Luton, LU4 0QP
Phone Number 01582706500
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 658 (50.9% boys 49.1% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor Pioneer Learning Trust
Local Authority Luton
Percentage Free School Meals 27.3%
Percentage English is Not First Language 36.1%
Persistent Absence 6.4%
Pupils with SEN Support 16.3%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (25 February 2014)
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Information about this school

The school is larger than the average-sized primary school. Chantry Primary Academy converted to become an academy school in August 2012. When its predecessor school, Chantry Primary School, was last inspected by Ofsted, it was judged to be outstanding. A comparatively high proportion of pupils come from a wide range of minority ethnic backgrounds and about 41% are White British. Approximately a third of the pupils speak English as an additional language, though most of them are fluent English speakers. The proportion of pupils for whom the school receives the pupil premium, which provides additional funding for children in local authority care and pupils known to be eligible for free school meals, is well above average. The proportion of disabled pupils and those who have special educational needs supported through school action is above average as is the proportion supported through school action plus or with a statement of special educational needs. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress in English and mathematics. The school has two specially resourced provisions; one for 12 visually impaired pupils and the other for six pupils with emotional and behavioural difficulties. These are funded by the local authority. The school is currently oversubscribed and have 13 visually impaired pupils and 10 pupils with emotional and behavioural difficulties who normally attend other local schools. The visually impaired pupils are taught in mainstream classes as well as receiving some specialist support within the unit. Most of the pupils with behavioural difficulties are taught alongside other pupils for part of the week. The school is part of a local teaching schools alliance. The headteacher is a National Leader of Education.

Summary of key findings for parents and pupils

This is a good school. Pupils make good progress in all subjects from their low starting points on entry to the school. Standards at the end of Year 6 are in line with the national averages and rising rapidly, particularly in writing. Teachers have high expectations of pupils’ behaviour and work. They use questioning effectively to improve pupils? learning. Teaching assistants make a valuable contribution to pupils? achievement, particularly to those with special educational needs, including those with visual impairment. Pupils? good behaviour and attitudes to learning contribute considerably to their achievement and to the school?s harmonious environment. The school promotes pupils? spiritual, moral, social and cultural development exceptionally well through the teaching of the school?s values and different subjects, including sports, music and art. The headteacher, well supported by other leaders, has ensured rapid improvement in the quality of teaching and pupils? achievement across the school. Governors play an effective role in supporting school development and in holding leaders to account for pupils? achievement. It is not yet an outstanding school because : Teachers do not always plan and set work that stretches the pupils, especially the most-able, and enables them to make maximum progress. In mathematics, pupils do not develop their skills for solving problems effectively enough. Pupils do not always have an opportunity to improve their work by responding to comments made by teachers when they mark pupils? work. Handwriting and presentation skills are not developed well in Key Stage 1.