|Name||Edge Hill Academy|
|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||12 April 2016|
|Address||Sycamore Road, Stapenhill, Burton-on-Trent, Staffordshire, DE15 9NX|
|Religious Character||Does not apply|
|Number of Pupils||339 (50% boys 50% girls)|
|Number of Pupils per Teacher||19.9|
|Academy Sponsor||FiertÉ Multi-Academy Trust|
|Percentage Free School Meals||10.3%|
|Percentage English is Not First Language||8.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Edge Hill Junior School is larger in size than most primary schools. Since the last inspection, the school has appointed a new deputy headteacher and literacy leader. The proportion of disadvantaged pupils eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority) is broadly in line with the national average. The proportion of pupils whose first language is not believed to be English is lower than the national average. The proportion of pupils who have special educational needs or disability is lower than in most other schools. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Since the last inspection, the school’s senior leaders, with effective support from an external adviser and the local authority, have tackled the areas previously identified for improvement successfully. Standards reached by pupils at the end of Year 6 are now higher than the national averages. The proportions of pupils making expected progress in reading, writing and mathematics, and better than expected progress in reading, are now in line with national averages and improving. This accelerated progress is as a result of improvements in teaching and the way in which teachers use the new school tracking system to plan work which is at the right level. It is also due to the rigour with which senior leaders check the progress that pupils make. Governors are kept well informed by the headteacher and regularly attend training sessions to ensure that their knowledge is up to date. They hold key leaders to account for the progress that pupils make. The personal development and welfare of the pupils are strengths of the school. The curriculum is broad and provides pupils with opportunities to grow in confidence and to treat each other with respect. Teachers and governors have received the appropriate safeguarding training. Arrangements to keep pupils safe in school are effective. It is not yet an outstanding school because : The proportions of most-able pupils making better than expected progress in writing and mathematics are not as good as they could be. This is because teachers do not plan effectively enough to move them on more quickly to the next stage in their learning. Changes introduced by school leaders have had insufficient time to impact fully on pupils’ achievement. As a result, rates of progress in writing and mathematics are not yet rapid enough.