|Name||Christ Church Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 December 2014|
|Address||Dale Street, Burton-on-Trent, Staffordshire, DE14 3TE|
|Religious Character||Does not apply|
|Number of Pupils||311 (50% boys 50% girls)|
|Number of Pupils per Teacher||21.3|
|Percentage Free School Meals||9%|
|Percentage English is Not First Language||70.4%|
|Pupils with SEN Support||7.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Christ Church Primary was previously an infant school but it became a full primary school in September 2013. It currently has Key Stage 2 pupils in Years 3 and 4. In April 2014, the school moved into a new building. Christ Church Primary School is an average-sized primary school. There are two classes in Years 3 and 4 and in Nursery and Reception. There is one class in each of Years 1 and 2, and one mixed-age class of Year’s 1 and 2 children. Reception children all attend on a full-time basis; the 60 children in the two nursery classes attend either in the morning or afternoon. Pupils come from a variety of ethnic backgrounds. The largest group, around two in five of the pupils, is of Pakistani heritage. Seven out of ten pupils speak English as an additional language, with an increasing number at an early stage of learning English in the younger age groups. Many more pupils than seen nationally join the school partway through Key Stage 1. At 20%, the proportion of disabled pupils and those who have special educational needs is above average. A very small number of pupils have an education, health and care plan. The proportion of pupils known to be eligible for the pupil premium (the additional funding allocated by the government for pupils previously known to be eligible for free school meals) is average, at 22%. In September 2013, the governors appointed a leader for Key Stage 2 and three newly qualified teachers. In September 2014, they appointed a new leader for the early years and two newly qualified teachers. There is a before-school breakfast club and an after-school club. These are managed by the governing body and formed part of the inspection.
Summary of key findings for parents and pupils
This is a good school. The headteacher and other teachers are well supported by governors. They are successfully promoting effective teaching and good achievement for pupils and have had a positive impact in bringing about improvement. Children in the early years settle in quickly and are taught well. From starting points that are below those typical for their age, they make good progress and are well prepared for Year 1. Pupils continue to achieve well in Key Stage 1 and Key Stage 2. Their progress in writing is particularly good. Teaching is good across the school because : lessons are made interesting for pupils, and so they are eager to succeed in their learning. Pupils with special educational needs, those who speak English as an additional language and disadvantaged pupils all make good progress, because they receive high-quality support. In this inclusive and harmonious school, pupils’ behaviour in lessons is good and they are very keen to work hard and to learn. Pupils have pride in their school, in their work and in themselves. Relationships are good and pupils feel safe and secure. Pupils say they feel safe and learn how to keep themselves safe at all times. Pupils’ spiritual, moral, social and cultural development is outstanding. Pupils make a positive contribution to the local environment and the school’s cohesive community. The subjects taught promote pupils’ achievement well. Pupils participate in the extensive sporting and musical activities on offer to them. The school is not complacent and is very well placed to continue to thrive and to raise standards further. It is not yet an outstanding school because : Pupils’ progress in mathematics is not as good as it is in reading and writing. Not enough pupils achieve the higher levels at the end of Key Stage 1 in reading, writing and mathematics. Marking does not consistently make it clear to pupils how to improve their work, especially in mathematics. Subject and other leaders are not fully involved and held to account over the progress of all groups of pupils, making sure they all achieve their potential.