|Name||Fen Drayton Primary School|
|Ofsted Inspection Rating||Good|
|Address||Cootes Lane, Fen Drayton, Cambridge, CB24 4SL|
|Religious Character||Does Not Apply|
|Number of Pupils||89 (49.4% boys 50.6% girls)|
|Number of Pupils per Teacher||18.8|
|Percentage Free School Meals||11.2%|
|Percentage English is Not First Language||6.1%|
|Pupils with SEN Support||6.1%|
|Catchment Area Information Available||Yes|
|Last Distance Offered Information Available||No|
Highlights from Latest Full Inspection✝
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Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than an average-sized primary school. There are two year groups in every class except Year 6. Reception and Year 1, Year 2 and 3, and Year 4 and 5 are together. About nine in every 10 pupils are from White British backgrounds. The proportion of pupils who speak English as an additional language is low. The proportion of pupils supported by pupil premium funding is below average. The overall proportion of pupils who receive support for their special educational needs and/or disabilities is broadly average. In 2016, the school met the government’s floor standards, which are the minimum expectations of pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Fen Drayton Primary School continues to provide pupils with a good start to their education, and to prepare them well for their next school. Governors are effective. They have a ‘can-do’ approach. With the headteacher and staff, they share a determination to further improve the quality of education provided for pupils. Throughout the school, from their differing starting points, pupils generally make good progress. In English lessons, pupils demonstrate good understanding of grammar and punctuation. However, teachers do not make sure pupils use this knowledge in their writing. Occasionally, the small proportion of pupils who struggle with mathematics are left uncertain about their learning because they are moved on before they are ready. Pupils’ behaviour is good. In lessons, they try hard and want to learn because they value their education. They take pride in themselves and their school. They respond positively to the ‘5 Rs’ that permeate every aspect of school life. Pupils’ personal development is good. Pupils enjoy working together and helping one another. Pupils said they feel happy, safe and well cared for in school. The vast majority of parents agree. English and mathematics subject leaders regularly check on pupils’ learning, and use this information to make improvements. In some other subjects, this is not the case. The school is highly valued by the village community. In discussion, parents said they particularly like the ‘family-feel’ and that the children play and work together so well.