Eyke Church of England Primary School

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About Eyke Church of England Primary School

Name Eyke Church of England Primary School
Ofsted Inspections
Miss Lucie Fairweather
Address The Street, Eyke, Woodbridge, IP12 2QW
Phone Number 01394460328
Phase Academy
Type Academy sponsor led
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 107
Local Authority Suffolk
Highlights from Latest Inspection

What is it like to attend this school?

Pupils enjoy their lessons. Most pupils are enthusiastic about coming to school, but some pupils are absent too often. Pupils do very well in reading and mathematics.

They say that teachers make learning fun, particularly in subjects like art and computing. Children in the Reception year have settled quickly and are happy in school but some of their activities lack focus.

Pupils are polite and considerate towards each other and the adults who teach them.

Behaviour in school is good. Pupils say that bullying is very rare. They know teachers expect them to do their best in lessons.

They told us about the importance of not giving up and trying harder. P...upils learn about these qualities regularly in lessons and assemblies.

Pupils learn to be independent and responsible.

School Councillors are involved in harvest collections and playleaders organise games and toys at breaktimes. Pupils are involved in the wide range of extra opportunities and clubs the school offers. They take part in choir, book and gardening clubs.

Many join in after-school sports.

What does the school do well and what does it need to do better?

Leaders and governors know what the school does well and what could still be better. For example, teachers have adjusted their curriculum plans to make sure that pupils develop the right knowledge and skills for their age in different subjects.

In history, for example, pupils use their understanding to explore ideas such as how the lives of poor children changed through the Victorian period.

Teachers use a consistent approach to teaching writing. Their well-planned sequences of learning build pupils' understanding of different types of writing.

As a result, the quality of most pupils' writing is improving. However, some pupils do not use what they learn about punctation and grammar well enough to improve the quality of their writing further.

Teaching in mathematics supports pupils' learning well.

Pupils make good progress. Most teachers allow pupils to practise and develop mathematical skills using a range of approaches and apparatus. In some classes, this does not happen all the time and pupils do not have access to the apparatus they need to support their calculations.

Pupils who have gaps in their mathematical understanding get good additional help to catch up.

Early reading skills are taught effectively. Children start to learn phonics as soon as they join school.

From early on they take home books that match the sounds they know. Teachers quickly spot pupils who fall behind with their reading. Skilled staff help pupils catch up.

Pupils' develop their comprehension skills well. They can summarise and offer reasoned thoughts and opinions on what they read. Pupils read independently from a wide range of books.

The choice of books for the most able readers is limited and fails to stimulate their interest.

Leaders have made sure that there is a good variety of learning opportunities. Many pupils learn to play string instruments and enjoy singing in the school choir.

Leaders use additional funding well to ensure that the most disadvantaged pupils can take part in these activities.

Pupils with special educational needs and/or disabilities (SEND) receive good support. Teachers and support staff adapt work and provide additional sessions so that pupils with SEND make strong progress in the range of subjects taught.

Pupils' emotional wellbeing has a high priority. The school offers good nurture support to vulnerable pupils. As a result, they have grown in confidence, attend school better and are learning more.

The school's inclusive nature is a real strength.

In early years, children are enthusiastic and happy. They talk freely about what they are learning and what they can do.

Relationships between the children and their teachers are good. Children quickly learn the class routines and know what is expected of them. Learning is in a mixed-age class and often the children follow a similar curriculum to their Year 1 friends.

Children use their outside area as a learning space, but many activities lack focus. This is because assessment is too general, and adults do not plan specifically for children's next steps in learning.

School leaders have used rewards and other positive strategies to improve attendance.

They have had some success. However, some pupils are still absent too often.


The arrangements for safeguarding are effective.

School leaders make sure that all staff understand their responsibilities regarding safeguarding. Staff are fully aware of the importance of this issue and receive appropriate training. As a result, staff are vigilant and proactive in spotting when pupils may be at risk of harm.

The school works well with other agencies to keep pupils safe. Leaders check thoroughly to make sure adults are suitable to work in school.

Pupils feel safe in school.

They understand rules that are designed to keep them safe. Pupils have a good understanding of online safety and the importance of mutual respect.

What does the school need to do to improve?

(Information for the school and appropriate authority)

When reading, the most able pupils should have access to a wider and more engaging range of texts.

Teachers should ensure that pupils use their grammatical skills to the full and are more ambitious with the range of punctuation that they use in in their writing across the curriculum. . Teachers in the early years must ensure that their assessments of children's learning are more accurate and child specific.

Assessment should be used to plan for children's next steps in learning and ensure that independent activities are always purposeful. . Leaders must continue to work with parents to develop strategies that improves attendance for all pupils.

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