|Name||Flamborough CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 March 2011|
|Address||Carter Lane, Flamborough, Bridlington, YO15 1LW|
|Religious Character||Church of England|
|Number of Pupils||103 (61% boys 39% girls)|
|Number of Pupils per Teacher||16.7|
|Local Authority||East Riding of Yorkshire|
|Percentage Free School Meals||17.5%|
|Percentage English is Not First Language||0%|
Information about the school
This is a smaller-than-average-size primary school. Almost all pupils come from White British backgrounds and those from minority ethnic heritage represent a very small part of the school population. The number of pupils known to be eligible for free school meals is above the national average. The proportion of pupils identified as having special educational needs and/or disabilities is in line with the average. The school has gained a number of awards including one for Basic Skills, Healthy School status, Activemark and Silver Eco award. A new headteacher was appointed in September 2009.
This is a good school, which provides well for its pupils. It is a happy school, where pupils feel safe. They say that when, on rare occasions, problems do occur they are confident that adults are ’there to help’. Pupils understand the importance of staying fit and well, take plenty of exercise and eat healthily. The school has a calm and harmonious working atmosphere where older pupils take responsibility in a mature and helpful way. This is done without fuss or in an attempt to seek attention or praise, rather with a genuine desire to be caring and helpful. Attainment is above average and progress, given pupils’ average starting points, is good. Attainment by the end of Year 6 has been on a rising trend over a number of years and is exceptionally high in mathematics. Attainment in reading is above average. Whilst attainment in writing has also improved, due to the school’s recent focus on this area, it remains broadly in-line with average. This is, in part, because there are limited opportunities to challenge and extend the writing skills of the more- able pupils. Pupils with special educational needs and/or disabilities make increasingly good progress, due to the well-targeted support and the robust monitoring of provision by the headteacher. Learning and progress are good because of the effective teaching and the pupils’ own desire to do well. Most lessons are good, providing opportunities for pupils to achieve well. During the best lessons, activities are pitched at just the right level, providing challenge and excitement for the vast majority of pupils. Their enjoyment of learning is contagious and pupils really spur one another on. Lessons are also supported by well-deployed teaching assistants. With strong leadership and the commitment of the staff, the school is building on the already good curriculum. The recently appointed headteacher has quickly built a sense of unity and common purpose amongst all staff. The governing body also knows the school well, plays an active part in day-to-day life and asks the right questions to challenge and support the school to improve further. The headteacher has introduced a robust system for tracking the progress pupils make. Leaders have also developed plans for further improvement in school, but these are not focused sharply enough on measurable outcomes for pupils. The school has a drive and determination to succeed and this, coupled with very accurate self-evaluation, provides a good capacity for it to improve further.