|Name||Fen Ditton 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.
|Address||Horningsea Road, Fen Ditton, Cambridge, CB5 8SZ|
|Religious Character||Does Not Apply|
|Number of Pupils||170 (51.8% boys 48.2% girls)|
|Number of Pupils per Teacher||19.4|
|Academy Sponsor||Anglian Learning|
|Percentage Free School Meals||22.9%|
|Percentage English is Not First Language||17%|
|Pupils with SEN Support||9.4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (07 December 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school does not meet requirements on the publication of specified information on its website because the school’s behaviour policy and complaints policy are out of date. There has been a new headteacher and a new chair of the governing body since the previous inspection. The school is smaller than the average-sized primary school. Children in the early years attend full time. The proportion of pupils from minority ethnic groups is below average, as is the proportion who speak English as an additional language. The proportion of disadvantaged pupils eligible for pupil premium funding is slightly above average. The proportion of pupils who have special educational needs and/or disabilities is broadly average.
Summary of key findings for parents and pupils
This is a good school Leaders and governors are highly ambitious for pupils. They have successfully created a culture of high expectations that is shared by all staff. Governors provide good support and challenge to leaders. They use the school’s improvement plan well to hold leaders to account for their actions in raising standards. School leadership has been effective in bringing about improvements in the quality of teaching, learning and assessment and pupils’ outcomes. The quality of teaching is now good and pupils make good progress in a range of subjects, including reading, writing and mathematics. The development of subject leadership has had a positive impact, particularly on the outcomes for English and mathematics across the school for all pupils. Effective leadership of the early years ensures that children get a good start to their full-time education and are well prepared, at the end of Reception, for learning in key stage 1. The policies and procedures to keep pupils safe are effective and well managed. Pupils enjoy school; they say that they feel safe and know how to keep safe. Disadvantaged pupils get the support they need and as a result they make similar progress to other pupils nationally who have similar starting points. The focus on improving teaching and learning in reading, writing and mathematics has ensured that many more pupils are now well prepared for the next stage of their education. Although leaders use assessment information effectively to inform them about pupils’ progress, this is not as effectual for most-able pupils. Consequently, on occasions, the most able pupils do not make the progress they should and not enough reach the higher standards of which they are capable. Although attendance for all pupils is in line with the national average, 2016 information shows that attendance for pupils eligible for free school meals and pupils who have special educational needs and/or disabilities is below the national average.