|Name||Fleggburgh CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 March 2012|
|Address||Main Road, Fleggburgh, Great Yarmouth, Norfolk, NR29 3AG|
|Religious Character||Church of England|
|Number of Pupils||39 (48% boys 52% girls)|
|Number of Pupils per Teacher||14.6|
|Percentage Free School Meals||23.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||28.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Fleggburgh is a rural school that is much significantly smaller than average. It serves several rural villages. All of the pupils are of White British background and none speak English as an additional language. The proportion of disabled pupils and those who have special educational needs, including those with a statement of special educational needs, is above average. Of these, the largest group have moderate learning difficulties. The school meets current government floor standards. The proportion of pupils known to be eligible for free school meals is below average. A higher than average number of pupils join and leave the school during the year. The headteacher has a 60% teaching timetable. Fleggburgh has a new nursery on the school site. This facility is not managed by the governing body and is inspected and reported on separately.
Fleggburgh is a good school where pupils achieve well from a range of starting points. Every space and every minute in school are used effectively to support pupils’ successful learning. Fleggburgh has some outstanding features but it is not outstanding overall because progress in mathematics is not as consistently high as in reading and writing and teaching overall is good rather than outstanding. Achievement is good because all pupils progress well. A clear focus on improvement has resulted in attainment rising consistently in Key Stage 1 and Key Stage 2. Standards in English are rising steadily. Progress across the school is good. Mathematics has remained broadly average, with the numbers of pupils attaining higher levels increasing. However progress is less consistent in mathematics, because pupils’ application of mathematics in other subjects and use of information communication technology (ICT) to consolidate mathematics learning is underdeveloped. Teaching is good with examples of outstanding practice. Effective use of assessment to group pupils by ability rather than age, and flexible approaches to teaching, ensure good progress for all. Highly skilled, well deployed learning support assistants add to the good teaching. Pupils’ behaviour is exemplary at all times. The family atmosphere of the school means that pupils are known well as individuals and feel well cared for and safe. Lessons are seldom disrupted because of pupils’ outstanding attention. The determined drive by the headteacher and whole school team mean that pupils achieve well. Effective monitoring and rigorous tracking result in good teaching. Governors demonstrate a clear drive for sustained improvement and to ensure that this is an inclusive school. The well-organised curriculum and close community links contribute to pupils’ good spiritual, moral, social and cultural development. Various partnerships ensure that a range of opportunities are available for pupils which may not otherwise be available in a small school.