|Name||Floreat Montague Park Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||25 June 2019|
|Address||William Heelas Way, Wokingham, Berkshire, RG40 1BG|
|Religious Character||Does not apply|
|Number of Pupils||238 (55% boys 45% girls)|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||8%|
|Pupils with SEN Support||6.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Floreat Montague Park is smaller than the average-sized primary school. The school opened with a Nursery and Reception class in September 2016 in temporary accommodation. The school moved to its present location in January 2017. The school is expanding year by year and will become a two-form entry primary school providing education for pupils from Nursery to Year 6. Currently, the school is organised into six classes from Nursery through to Year 2. At the time of the inspection, the school was led by an interim headteacher and an acting assistant headteacher. A further assistant headteacher had just returned to the school following maternity leave. The chair of the local advisory committee took up his role at Easter 2019. A new headteacher has been appointed and joins the school in September 2019. The school is currently sponsored by Floreat Education Academies Trust, a multi-academy trust. The trust has worked with interim school leaders to provide strategic direction in order to improve the school. The school is joining a different multi-academy trust in September 2019. Governance is provided by the board of trustees and by the local advisory committee. The majority of pupils are of White British heritage, with the second largest group being of Asian or Asian British–Indian. About 25% come from a range of different ethnic backgrounds. The proportion of pupils supported by the pupil premium is lower than the national average. The proportion of pupils with SEND is lower than the national average. The breakfast club and after-school care provision are provided by an external agency and are inspected separately.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has been through a turbulent time in the past year. There has been high staff turnover at all levels. This has affected the quality of provision and outcomes, as well as the pace of improvement. Middle leadership is underdeveloped. The quality of teaching in key stage 1 is not consistently good. Current leaders are accurately aware of the inconsistences in the quality of teaching in the school. Assessment is not always used well in key stage 1. Work is not pitched correctly for pupils, particularly for the most able and those with below average starting points, including in the wider curriculum. Expectations of what pupils can attain are not always high enough. The teaching of phonics in key stage 1 is not secure. As a result, standards have declined. The teaching of reading is not well planned and, consequently, pupils do not develop reading skills well enough. Reading materials are not always matched to pupils’ phonics knowledge. Leaders ensure that the curriculum is broad and balanced. In some subjects, however, there is not sufficient clarity in what pupils learn. Pupils in key stage 1, including disadvantaged pupils, do not make reliably good progress from their starting points. Leaders do not have an accurate overview of the provision for pupils with special educational needs and/or disabilities (SEND). The school has the following strengths The interim leadership team has swiftly identified what needs to be better. Ably supported by the multi-academy trust, leaders are beginning to secure improvements. Leadership of the early years is strong. Children in the early years receive a good education. Teaching is effective and outcomes are above average. Behaviour is good throughout the school. Pupils are happy and have a zest for learning. Safeguarding is effective. Staff have an excellent understanding of what they must do if they are concerned about a child. The school’s work to promote pupils’ spiritual, social, moral and cultural development is very successful. The school’s virtue curriculum prepares pupils well for life in modern Britain. Staff enjoy working at the school. Morale is high and teamwork is strong.