|Name||Ford End Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||30 January 2014|
|Address||Main Road, Ford End, Chelmsford, Essex, CM3 1LQ|
|Religious Character||Church of England|
|Number of Pupils||77 (49% boys 51% girls)|
|Number of Pupils per Teacher||20.0|
|Percentage Free School Meals||6.5%|
|Percentage English is Not First Language||1.3%|
Information about this school
The school is much smaller than the average-sized primary school. The school has loose links with a local cluster of schools and with the larger Chelmsford education network. The school runs its own breakfast club. The school has recently experienced a period of disruption to staffing. A small number of pupils join the school at times other than the usual starting points. The large majority of the pupils are White British. The proportion of pupils supported through school action is above the national average. The proportion supported at school action plus or with a statement of special educational needs is above the national average. The proportion of pupils for whom the school receives the pupil premium is below the national average. This is additional government funding for particular groups of pupils, including those known to be eligible for free school meals and those in the care of the local authority. Numbers are very small. The school provides a breakfast club each morning. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Children make a good start in the Early Years Foundation Stage, especially in mathematics and social skills, due to good planning and leadership. Attainment rates are rising in Key Stage 1 after a period of staffing disruption. Pupils’ good progress is reflected in the rising quality of their work. Pupils make good progress and attain well in Key Stage 2. Mathematics is a strength. Achievement in reading is good. Writing is rising to match it. Teaching is consistently good. Pace, challenge and expectations are high. Attendance has improved and is now high. Pupils are well behaved and feel safe. They enjoy good relations with each other and adults, and are well engaged in lessons. The headteacher, staff and governors’ determination to improve teaching and achievement is resulting in rising standards. Subject leaders have been allocated to make best use of their skills. Work with the local schools’ cluster has refined their monitoring and evaluation procedures. Pupils’ spiritual, moral, social and cultural understanding is well developed. It is not yet an outstanding school because : Staff do not have enough opportunities to observe and share their best classroom skills with each other and other schools. Some teachers are better than others at challenging pupils to reflect on what they have learned and take it a step further. Pupils do not always make use of staff guidance about how to improve their work and eliminate errors. Extended writing skills are not consistently developed across subjects. Information and communication technology is not regularly used to enhance writing skills.