|Name||Colville Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 October 2015|
|Address||Colville Road, Cherry Hinton, Cambridge, Cambridgeshire, CB1 9EJ|
|Religious Character||Does not apply|
|Number of Pupils||295 (55% boys 45% girls)|
|Number of Pupils per Teacher||16.9|
|Percentage Free School Meals||21.7%|
|Percentage English is Not First Language||38%|
|Pupils with SEN Support||26.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Colville Primary is a larger than average primary school with some year groups that are two-form entry. The proportion of pupils supported by the pupil premium is average. The pupil premium provides additional funding for pupils known to be eligible for free school meals and looked after children. The proportion of pupils for whom English is an additional language is much higher than found in schools nationally. Children in the Nursery attend part time. Children in the Reception classes attend full time. Most of the pupils with statements or education, care and health plans attend the specifically resourced provision in the speech and language centre, which accommodates 16 pupils and is run by the school. The school meets the government’s current national floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics.
Summary of key findings for parents and pupils
This is a good school School leaders have established a highly positive ethos in which pupils feel valued and have confidence to achieve. They are making good academic and personal progress as a result. Pupils’ behaviour is outstanding. They are highly respectful and considerate to each other and adults. This results in a happy and purposeful environment in which pupils can learn well. The quality of teaching, learning and assessment has improved over the last two years and is now good. Adults prepare lessons that are interesting and enjoyable. From low starting points, pupils make good progress in reading, writing and mathematics. The proportions reaching the higher levels at the end of Key Stage 2 are increasing, resulting in pupils being well prepared for the next stage of their education. The teaching of reading is highly effective. Adults are well trained in the teaching of phonics so pupils quickly acquire early reading skills. Pupils develop a love of reading through the school as a result. The outcomes in reading improve rapidly by the end of Key Stage 2. Disabled pupils and those who have special educational needs thrive in an environment where their needs are catered for thoughtfully and well. Consequently, these pupils make progress at the same rate as their classmates. Children start well in the Nursery. Routines are quickly established so children can be appropriately independent and enjoy their learning in a stimulating environment. Children subsequently make good progress in their learning. It is not yet an outstanding school because : The quality of teaching is not yet consistently high enough for younger pupils to make outstanding progress and attain the highest levels of which they are capable. A few teachers do not use assessment precisely enough. At times, tasks are not always sufficiently stretching, especially for the most-able pupils, particularly in Key Stage 1. Middle leaders are new to their role and monitoring of subjects other than English and mathematics is in its infancy.