|Name||Empingham Church of England Primary 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||30 November 2010|
|Address||School Lane, Empingham, Oakham, Rutland, LE15 8PQ|
|Religious Character||Church of England|
|Number of Pupils||76 (50% boys 50% girls)|
|Number of Pupils per Teacher||14.7|
|Academy Sponsor||The Rutland Learning Trust|
|Percentage Free School Meals||11.1%|
|Percentage English is Not First Language||0%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a very small primary school. All pupils are of White British background. The proportion of pupils known to be eligible for free school meals is about average, as is the proportion with special educational needs and/or disabilities. The proportion with a statement of special educational needs is above average. The proportion of pupils who leave or join part way through the school year is higher than in most schools. The school is part of a federation, called Rutland Primary Partners, combining with Great Casterton CofE Primary School some 3.5 miles away. The schools have the same headteacher and share a governing body. Pupils from the two schools work together for some activities. The school has received national recognition for its work in several areas and holds the Activemark award for physical education and National Healthy Schools status.
Empingham CofE Primary School provides a good and rapidly improving education for its pupils. The school is justly proud of its inclusive nature and its place at the heart of the local community. It is welcoming and pupils contribute much to the life of the school. They take responsibility readily, behave exceptionally well and are respectful of their peers, adults and visitors. Pupils feel safe and secure. Their enjoyment of school life is reflected in their excellent rates of attendance. For example, almost all pupils attended school on the two days of the inspection despite the very adverse weather conditions. A further strength is the excellent promotion of healthy lifestyles, evidenced in the school’s achievement of Healthy School status and the Activemark award. Pupils participate in regular physical exercise and fully understand the importance of diet to health. They take full advantage of the additional activities, sports and clubs provided, many of which arise from the school’s very strong links with partner schools and outside agencies. Because pupils of all ages get on very well, the learning atmosphere is very purposeful and harmonious. This is recognised by parents and carers. All who replied to the inspection questionnaire expressed total satisfaction with their children’s experience at the school. One, capturing the views of many, said, ’The ethos is one of inclusion. The staff and children all work so well together’. Children in the Early Years Foundation Stage settle happily and adapt quickly to the daily routines and enjoy the range of activities on offer. Their confidence grows and they make particularly good progress in their personal social and emotional development. While progress is good overall, in some areas of learning it is slower because the balance of activities favours adult-led rather than child-initiated learning. Full advantage is not taken of opportunities to extend children’s language and thinking skills when they are engaged in independent activities. By the end of Year 6, standards are above average. This represents good progress and is due to mostly good and some outstanding teaching. However, teaching is not consistently good in all aspects and progress is stronger in Key Stage 2. This is because, in some Key Stage 1 lessons, assessment information is not used consistently well to set work that is suitably challenging for all ability levels. Nevertheless, the very effective use of assessment information to check pupils’ progress enables well-focused support to be provided where needed. This has a positive impact on standards and is particularly beneficial to pupils with special educational needs and/or disabilities, who make excellent progress as a result. One notable aspect of the school’s highly effective care for individual pupils is the support provided for any who may be in vulnerable circumstances, or who join part way through a key stage, to ensure that they keep up with their classmates. The continued improvement seen in the school since the last inspection and the success of the federation owe much to the drive and determination of the headteacher. The ambition to strive for high quality in all aspects of the school’s provision is shared amongst all staff and governors. Effective systems for monitoring and evaluating the school’s work provide senior staff with an accurate view of the school’s strengths and weaknesses. As a result they are able to set the right priorities for improvement. This illustrates the school’s good capacity to improve further.