Crazies Hill Church of England Primary School

About Crazies Hill Church of England Primary School Browse Features

Crazies Hill Church of England Primary School


Name Crazies Hill Church of England Primary School
Website http://www.crazieshill.co.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address Crazies Hill, Reading, RG10 8LY
Phone Number 01189402612
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 98 (52% boys 48% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor The Keys Academy Trust
Local Authority Wokingham
Percentage Free School Meals 8.2%
Percentage English is Not First Language 3.4%
Persistent Absence 3.9%
Pupils with SEN Support 5.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (09 June 2011)
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.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about the school

The school is much smaller than average. Except for the Reception class, pupils are taught in three mixed-age classes, comprising Years 1 and 2, Years 3 and 4 and Years 5 and 6. Almost all pupils are of White British heritage and no pupils are at an early stage of learning English. The proportion of pupils with special educational needs and/or disabilities is well below average. The school has the Activemark.

Main findings

Pupils thoroughly enjoy learning and achieve well within a stimulating, purposeful and productive environment. Relationships between the school and parents and carers are outstanding. One parent, reflecting the views of the overwhelming majority commented, ’The school provides a very positive, constructive and successful educational environment. It is dynamic and inventive, providing an enormously productive learning space.’ Another described how the school ’engenders a strong sense of community and belonging’. The outstanding curriculum provides a wealth of memorable experiences and makes a strong contribution to pupils’ academic progress and to their outstanding spiritual, moral, social and cultural development. They behave exceptionally well and their enthusiasm for school is seen in the high levels of attendance. All pupils are known to all staff and this is a significant factor in the outstanding care, guidance and support pupils enjoy. The provision for pupils who find learning difficult is particularly successful enabling them to make great strides from their starting points. There are many opportunities for pupils to develop their particular gifts or talents. Relationships between teachers and pupils are excellent. This begins in Reception where children respond very positively to the warm welcome by adults. Children soon become confident and interact well with one another. Good use is made of the rather small indoor area and spacious outdoor area, although there are too few opportunities to promote children’s social, language and creative development through role play, especially in the outdoor area. Teachers use imaginative ways to engage pupils and sustain their attention. A strong feature of most lessons is pupils’ clear understanding of what they are meant to learn and their involvement in reviewing their own progress. Teachers generally set work with a good level of challenge for all children in the mixed-age classes. This is firmly established in the Year 5/6 class. In the other classes, although the most-able pupils are usually set more demanding tasks, they sometimes have to cover old ground before tackling them and, in this small minority of lessons therefore, they do not always make as much progress as they should. A shared determination to improve is underpinned by effective leadership by senior staff and outstanding governance. Members of the governing body keep a sharp eye on the outcomes for pupils and their strategic planning is informed by consultation with parents, links with subject leaders and focused school visits. Priorities are correctly identified through accurate self-evaluation. Good headway has been made since the last inspection in consolidating strengths and tackling the relative weaknesses identified at that time, indicating a good capacity for sustained improvement.