|Name||Dedworth Green First School|
|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.
|Inspection Date||26 February 2014|
|Address||Smiths Lane, Windsor, Berkshire, SL4 5PE|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||Windsor Learning Partnership|
|Local Authority||Windsor and Maidenhead|
|Percentage Free School Meals||13.6%|
|Percentage English is Not First Language||19%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Dedworth Green First School is smaller than the average-sized first school. The proportion of disabled pupils and those with special educational needs supported through school action is below average. The proportion supported at school action plus or with a statement of special educational needs is well above average. The proportion of pupils for whom the school receives the pupil premium funding is above average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, those pupils who are looked after by the local authority and other groups.) At this school, it applies mostly to those known to be eligible for free school meals. The vast majority of pupils are of White British heritage and a small number are from a range of different minority ethnic backgrounds.
Summary of key findings for parents and pupils
This is a good school. Pupils, including those supported by the pupil premium, make at least good progress in reading, writing and mathematics. Children in the Early Years Foundation Stage progress well and are well prepared for the next stage of education. Teaching is good and most pupils are keen to learn. Adult support is well used and teachers plan activities that build well on pupils’ previous knowledge to ensure pupils achieve well. Behaviour and safety are good in class and around the school. The ‘nurture’-based support has a good impact on improving pupils’ behaviour and achievement. Pupils feel very safe. Parents and carers and staff feel that behaviour has improved over time. Leadership and management of the school are good. The headteacher, with the support of senior leaders and the governing body, is well organised and has set ambitious targets for improvement. Senior leaders are successfully raising the quality of teaching and students’ achievement. It is not yet an outstanding school because : There is not enough outstanding teaching to ensure most pupils, especially the more able, make excellent progress. Marking is not sufficiently consistent to help pupils improve their work more quickly. Achievement in reading is not as high as in writing and mathematics at Key Stage 2. A few middle leaders are not clear about their role in their subject or area of responsibility for the quality of teaching, learning and progress.