Curridge Primary School

Name Curridge Primary School
Ofsted Inspection Rating Good
Inspection Date 17 September 2013
Address Curridge, Thatcham, Berkshire, RG18 9DZ
Phone Number 01635200486
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 98 (55% boys 45% girls)
Number of Pupils per Teacher 20.2
Local Authority West Berkshire
Percentage Free School Meals 1%
Percentage English is Not First Language 4%
Persisitent Absence 5.7%
Pupils with SEN Support 12.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is smaller than most primary schools. It has four classes. The youngest children in the Early Years Foundation Stage are taught in a separate class. All other classes each contain two year groups. Almost all pupils are White British. More pupils than usual leave or join the school other than at the normal time. Almost all of these are children from service families posted into and out of the nearby barracks. A higher than average proportion of pupils are known to be eligible for funding through the pupil premium (extra money given to the school by the government linked mainly to the pupils known to be eligible for free school meals) because of the higher than average proportion of pupils from service families. Very few pupils are known to be entitled to free school meals. The proportion of disabled pupils and those who have special educational needs supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school holds the Artsmark Gold Award and the National Association for Able Children in Education (NACE) Challenge Award. The school has also recently gained the West Berkshire Early Years Quality Award. The school is part of a loose federation of other local schools who work together and support each other without formal links.

Summary of key findings for parents and pupils

This is a good school. Achievement is good. By the end of Year 6 attainment is consistently above average. Attainment is often well above average in reading and writing. The provision for children in the Early Years Foundation Stage is outstanding and they make rapid progress in their learning. Pupils behave extremely well and have very positive attitudes to learning. They say that they feel very safe in school and understand how to keep themselves safe. The high-quality and detailed marking provides pupils with very clear guidance on how they can improve their work. A revised system for setting individual targets for pupils based upon thorough and detailed assessment of their needs is already being used effectively. This gives an accurate record of the progress made by all pupils including that of different groups. The high-quality leadership and management, including the governors, means that all actions are very well focused either upon maintaining high standards or upon bringing about a rapid and sustained improvement in areas where achievement is comparatively lower, such as in mathematics. Robust school self-evaluation enables leaders and managers to quickly identify where improvement is needed. This information is then used effectively to inform a very well-focused school development plan that sets out ambitious but realistic improvement targets. The school provides a broad and rich curriculum that offers high-quality opportunities for learning, including for sport despite the lack of a school field. The school has very strong links with parents and carers and the local community. It is not yet an outstanding school because: Achievement in mathematics at the end of Year 6 is not as good over time as it is in reading and writing. The quality of teaching in mathematics in Years 3 to 6 is not as consistently good over time as it is in reading and writing because it is too early to see the impact of recent significant improvements. The school has identified that former strategies for teaching mathematics did not bring about consistency for pupils and limited their understanding. The school has also identified the need to improve opportunities for learning problem- solving techniques in mathematics.