|Name||Folksworth CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 March 2016|
|Address||Apreece Road, Folksworth, Peterborough, Cambridgeshire, PE7 3TY|
|Religious Character||Church of England|
|Number of Pupils||96 (46% boys 54% girls)|
|Number of Pupils per Teacher||18.0|
|Percentage Free School Meals||5.2%|
|Percentage English is Not First Language||3.1%|
Information about this school
Folksworth is smaller than most primary schools. The vast majority of pupils are White British and very few pupils speak English as an additional language. The proportion of pupils who have special educational needs or disability is broadly average. The proportion of disadvantaged pupils who are eligible for the pupil premium is below average. The pupil premium is additional funding provided by the government for pupils who are known to be eligible for free school meals or who are looked after by the local authority. Almost half the pupils attend the school’s before-and-after-school club. The school meets the government’s current floor standard, which is the minimum expectation for students’ attainment and progress by the end of Year 6. The school meets requirements on the publication of specified information on its website. Apart from class 1, which provides solely for children in the early years, pupils learn in mixed-age classes: in Years 1 and 2, Years 3 and 4, and Years 5 and 6. The school has had staffing difficulties over the last year and been unable so far to appoint a replacement teacher for the Year 5 and 6 class. In the meantime, the headteacher teaches the class for part of the week, while a long-term temporary teacher takes the class on the remaining days. A long-term temporary teacher is also teaching in class 1 while the permanent teacher is on sick leave.
Summary of key findings for parents and pupils
This is a good school Leadership and management have remained good since the last inspection. Senior leaders and governors have worked effectively to improve outcomes and the quality of teaching. They are identifying the right priorities to drive further improvement. Good teaching and a range of relevant learning experiences in the early years enable children to make good progress. The proportion of children who have reached a good level of development since the last inspection has been above that nationally – and, in some cases, well above. Good teaching is enabling pupils currently in Key Stages 1 and 2 to make at least the expected amount of progress, and an increasing proportion are making rapid progress. The school works well with other agencies to promote the learning and welfare of pupils who need extra help, including those who have special educational needs or disability. Pupils behave well in lessons and around the school and enjoy learning. Their personal development is good. The warm and friendly atmosphere means that pupils feel safe and valued as individuals. The school has effective procedures for assessing pupils’ achievement in English and mathematics. Leaders make good use of assessment information to check on pupils’ progress and to identify where improvement is needed in these areas. It is not yet an outstanding school because : Occasionally, teachers do not plan to meet the needs of the mixed ages and abilities in their classes as well as they could, especially in mathematics. Leaders’ checks on this aspect of teaching are not as rigorous as they could be. Standards in English grammar, punctuation and spelling were below average at the end of Year 6 in 2015. They are only improving slowly. Parents are not as closely involved as they could be in their children’s learning in the early years. The school has developed an assessment system for non-core subjects but it has not yet begun to put it into practice.