Ebchester CofE Primary School


Name Ebchester CofE Primary School
Website http://www.ebchester.durham.sch.uk
Ofsted Inspection Rating Good
Inspection Date 19 October 2011
Address Shaw Lane, Ebchester, Consett, County Durham, DH8 0QB
Phone Number 01207560349
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 86 (56% boys 44% girls)
Number of Pupils per Teacher 17.8
Local Authority Durham
Percentage Free School Meals 16.3%
Percentage English is Not First Language 0%

Information about the school

In this smaller than average-sized primary school, the proportion of pupils known to be eligible for free school meals is slightly below that found nationally. There are few pupils from minority-ethnic backgrounds and none speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities, including those with a statement of special education needs, is higher than the national average. The school has high levels of mobility with a proportion of pupils leaving at the end of Year 4 and more entering the school at this stage. About half of the pupils who attend the school do so from outside the recognised catchment area. The school is an Investor in Children and holds the UNICEF Rights Respecting (Level1) and International School (Intermediate) awards. It also has Healthy School status. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

This is a good school. It has great strengths in the outcomes for pupils and in the outstanding care, guidance and support they receive. The school is praised by the majority of parents and carers who returned questionnaires. They are greatly supportive of the school and tell of good progress and caring, approachable staff. One comment, reflective of many received, notes, ‘This is a fantastic school which gives children a great environment to develop in and gives them a love of learning.’ Pupils report that they really enjoy school and this is demonstrated in their good attendance. They feel extremely safe and their behaviour is excellent. They understand fully the rights of themselves and of others, making their spiritual, moral, social and cultural understanding excellent. Pupils work very conscientiously to fulfil their many roles and responsibilities for their school and beyond. Overall, pupils make good progress from their broadly-expected starting points on entry to Reception. They reach above average levels of attainment by the end of Year 6. Pupils respond well to the good teaching they receive and are motivated to achieve well. Good class management and good relationships with teachers engage pupils in learning. In the Reception class, children engage well. However, there are insufficient opportunities for them to investigate and problem-solve using their developing skills in reading, writing and number. Observations of children’s learning are not used sufficiently well to determine what they need to learn next. In the rest of the school, teachers have a good understanding of the standards pupils reach and their needs are generally met. However, expectations sometimes lack appropriate challenge. Activities are not always well-matched to individual needs, especially in Key Stage 1 and for the more-able pupils, for whom progress is not as rapid. Marking is inconsistent and does not always provide pupils with the information they need to understand how well they have done or what they need to learn next. Under the experienced leadership of the headteacher, members of the governing body and other school leaders have a good understanding of the school’s strengths and weaknesses. Self-evaluation is accurate and leads to actions to improve outcomes. For example, a more creative curriculum is motivating pupils’ learning and enabling them to make better use of their skills in literacy, numeracy and information and communication technology across other subjects. The success of actions to improve the quality of writing and mathematics is visible in improving standards, and the proportion of persistent absentees has been successfully reduced. Clear priorities have been identified for further improvement and a suitable plan is in place to achieve them. Consequently, the school has a good capacity for sustained improvement and given the outstanding outcomes for pupils it provides outstanding value for money.