|Name||Ford Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 July 2013|
|Address||Cambridge Road, Ford, Plymouth, Devon, PL2 1PU|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||23.1|
|Academy Sponsor||Horizon Multi Academy Trust|
|Percentage Free School Meals||41.4%|
Information about this school
Ford Primary School is smaller than the average-sized primary school. Nearly all pupils are from White British backgrounds. A high proportion of pupils are known to be eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals, children in local authority care, and those who have a parent or carer in the armed services. There are no children in local authority care or who have a parent or carer in the armed forces in this school. The proportion of disabled pupils and those who have special educational needs supported through school action is high in comparison with other schools. The proportion supported at school action plus and with a statement of special educational needs is above average. The number of pupils who join the school after Reception and leave before Year 6 is high. A majority are eligible for the pupil premium. The school meets the government’s current floor standards (the minimum expectations for pupils’ attainment and progress).
Summary of key findings for parents and pupils
This is a good school. The school’s relentless drive to raise standards has been successful, especially in reading and mathematics. Standards are higher than at the time of the last inspection because pupils make consistently good progress in all classes. The headteacher’s high expectations for pupils’ achievement are shared by all staff and governors. Information about pupils’ progress shows that pupils in every year group have made good progress in reading and mathematics for the last three years and in writing this year. Teaching has improved strongly and is consistently good across the school. Rigorous performance management and training have ensured teaching is consistently good and sometimes outstanding. Teachers give pupils good opportunities to talk about their learning and to explain their thinking. Pupils feel safe in school. Behaviour is good and the very rare occasions when pupils fall out are tackled effectively. The school’s strong focus on building pupils’ emotional development promotes high levels of self-esteem and self-confidence. Information about every pupil’s progress is shared. All staff take responsibility for ensuring that pupils whose progress slows are given the support they need to catch up quickly. It is not yet an outstanding school because: Teachers do not consistently check learning early enough during lessons to make changes to their teaching or to tasks when pupils are finding the work too easy or too difficult. Pupils do not always have enough time to make improvements to their work in response to teachers’ feedback, especially in writing. Pupils are not always given enough time for writing in some lessons and so do not practise their spelling, punctuation and handwriting and use their newly learned vocabulary as regularly as they should.