|Name||Delaware Primary Academy|
|Ofsted Inspection Rating||Good|
|Address||Drakewalls, Gunnislake, PL18 9EN|
|Religious Character||Does Not Apply|
|Number of Pupils||172 (52.3% boys 47.7% girls)|
|Number of Pupils per Teacher||21.4|
|Academy Sponsor||Bridge Multi-Academy Trust|
|Percentage Free School Meals||19%|
|Percentage English is Not First Language||1.9%|
|Pupils with SEN Support||7.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (25 September 2018)
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.
Information about this school
The school is smaller than the average-sized primary school. The school was sponsored by the Bridge Academy Trust in December 2015 after the predecessor school was judged to be inadequate in March 2014. The proportion of pupils eligible for free school meals is slightly lower than the national average. The school has a specialist provision named ?the ARC? for up to five pupils who have autism spectrum disorders. Three pupils currently attend this provision.
Summary of key findings for parents and pupils
This is a good school Teachers engage pupils well in lessons. Pupils enjoy lessons and willingly participate. Teachers respond to pupils? emerging needs to ensure that activities are suitably challenging. In recent years, pupils? outcomes have continued to improve. A greater proportion of pupils are now working at the standard expected for their age and the higher standard. The school?s ethos, ?Believe, Achieve, Enjoy?, permeates the school. Pupils enjoy school, and while in lessons they make learning their sole priority. In mathematics, a new approach to how teachers deliver the school?s curriculum has ensured that pupils have regular opportunities to reason and problem solve. In some cases, most-able pupils require greater challenge. Pupils love to read; they speak passionately about their favourite books and authors. Pupils? attainment in phonics by the end of Year 1 and Year 2 is broadly in line with national averages. Too few lower-attaining pupils catch up. Across the school, pupils make strong progress in writing. They write across a range of genres and apply what they have been taught. However, the transition between key stages 1 and 2 is where progress is weakest. The headteacher, supported by her staff and the trust, has created a nurturing school where aspirations for pupils are high. Parents are overwhelmingly positive about the impact the school has had on their children. Pupils harbour a love of learning. They are inquisitive and have no fear of failure. When mistakes occur, they tackle them with a positive approach. In lessons, pupils focus and engage. Pupils behave well in lessons and around the school. Relationships between staff and pupils are steeped in mutual respect. Pupils feel safe and are safe. The school?s safeguarding culture is rich. Children in the early years make strong progress. Adults design activities to meet the emerging needs of the children. As a result, a greater proportion are working at expectations for their age by the end of the Reception Year. Absence and persistent absence were previously high. Efforts to reduce absence are paying dividends and attendance is on an upward trajectory. The development of middle leaders is ongoing. Recent appointments to these roles mean that leaders will need support as they undertake leading their areas of responsibility.