Felton Church of England Primary School

About Felton Church of England Primary School Browse Features

Felton Church of England Primary School


Name Felton Church of England Primary School
Website http://www.felton.northumberland.sch.uk
Ofsted Inspection Rating Good
Inspection Date 06 June 2013
Address Mouldshaugh Lane, Felton, Morpeth, Northumberland, NE65 9PY
Phone Number 01670787315
Type Primary
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 89 (56% boys 44% girls)
Number of Pupils per Teacher 18.7
Local Authority Northumberland
Percentage Free School Meals 0%
Percentage English is Not First Language 0%
Persisitent Absence 4.3%
Pupils with SEN Support 21.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a smaller than average First Church of England School with pupils aged three to nine years old. There are two headteachers each of whom have a part-time contract. Since the last inspection, there have been many staff changes. All pupils are White British. There are currently equal proportions of boys and girls, although the proportions are very different in each of the three classes or learning zones. There is a very small proportion of pupils who are eligible for the pupil premium. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. There is a greater than average proportion of disabled pupils and those with special educational needs supported at school action, but a smaller than average proportion are supported at school action plus or with a statement of special educational needs. The school provides a breakfast club.

Summary of key findings for parents and pupils

This is a good school. Pupils’ progress is good and improving because of good quality teaching. Attainment in reading and writing is above expectations by Year 4, although in mathematics it is not as strong. Learning in lessons is good. Teachers plan imaginative activities that interest pupils and, therefore, pupils are exceptionally well motivated. Effective tracking of progress is used well by leaders to ensure that those pupils requiring support receive help that is precisely tailored to their needs. As a result, all pupils achieve well. Most parents agree that the ‘two heads are better than one’ as each brings different strengths to the school. They have worked well together to bring about continued improvements in teaching. Pupils’ spiritual, moral, social and cultural development is strong due to the stimulating curriculum pupils experience and enjoy. The behaviour and safety of pupils is outstanding. They are extremely polite and well mannered. They play well together as one big family. Attendance has improved and is now above average. Pupils understand how to keep themselves safe and act responsibly around school. They know that the adults in the school are approachable and will help them with any problems they may have. Parents support this view. Governors make an important contribution to school improvement through their support and monitoring. It is not yet an outstanding school because : Not enough teaching is outstanding. Too few more-able pupils attain at higher levels because not all lessons have the pace and rigour to meet their learning needs. The quality of marking and guidance on how to improve is not consistently strong across all areas of the curriculum. Fewer pupils achieve as well in mathematics as they do in reading and writing.