|Name||Girton Glebe Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Address||Cambridge Road, Girton, Cambridge, CB3 0PN|
|Religious Character||Does Not Apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||18.2|
|Academy Sponsor||Eastern Learning Alliance|
|Percentage English is Not First Language||13.3%|
|Pupils with SEN Support||12.8%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 September 2016)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
There have been a number of changes to the senior leadership since the last inspection. The present headteacher took up post at the beginning of term. The early years consists of one full-time Reception class. The proportion of pupils from minority ethnic groups is below the national average. The proportion of pupils who have special educational needs and/or disabilities is below average. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school Strong leadership over the last two years, combined with an excellent start to the year by the new headteacher, has meant that there have been significant improvements in teaching since the previous inspection. Governors have supported and challenged the school well, ensuring a continual focus on raising standards. Outcomes in reading, writing and mathematics have all improved since the previous inspection and are now securely good. Progress in reading is particularly strong and a high proportion of pupils reach the highest level in this subject by the end of key stage 2. Teaching, learning and assessment are good. The quality of feedback given to pupils is effective at helping them know what they are doing well and how to improve their work. A varied and interesting curriculum supports pupils to achieve good outcomes in a wide range of subjects. Achievements in art and music are particularly impressive. The quality of the extra-curricular provision is good, providing a wide range of activities from kung fu to cake decorating. Behaviour is good. Relationships around school are excellent; pupils and adults treat one another with respect. Provision for pupils’ spiritual, moral, social and cultural development is good. Progress for the most able pupils in writing in key stage 2 and in mathematics in key stage 1 while improving, is not as good as it is in reading. This is because they do not have sufficient opportunity to practise their skills at an even deeper level. In the early years, most children make at least good progress. Although reading outcomes are good, not enough pupils achieve the expected standard in the phonics screening test at the end of Year 1 because teachers’ expectations are not high enough.