Glazebury Church of England Primary School

About Glazebury Church of England Primary School Browse Features

Glazebury Church of England Primary School

Name Glazebury Church of England Primary School
Ofsted Inspection Rating Good
Inspection Date 03 June 2015
Address Warrington Road, Glazebury, Warrington, Cheshire, WA3 5LZ
Phone Number 01925763234
Type Academy
Age Range 2-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Number of Pupils per Teacher 20.2
Academy Sponsor Liverpool Diocesan Schools Trust
Local Authority Warrington
Percentage Free School Meals 13.1%
Persisitent Absence 8.1%
Pupils with SEN Support 12%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Glazebury Church of England Primary School is smaller than the average-sized primary school. The vast majority of pupils are from White British backgrounds. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The pupil premium is additional funding to support those pupils who are known to be eligible for free school meals and those who are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The early years is comprised of a full-time Reception class. The school receives support from a headteacher who is a national leader of education (NLE) from Halewood Church of England Primary School. Most pupils are taught in mixed-aged classes. There is a breakfast and after-school club on site which was included in this inspection. There is a pre-school on site which was not included in this inspection and is subject to a separate inspection.

Summary of key findings for parents and pupils

This is a good school. Provision in the early years is good. Children achieve well from their different starting points. Well-planned activities help them to develop their skills quickly. As a result of improvements in the quality of teaching, pupils make good progress across the school. The proportion of pupils who reach the standards expected of them in Key Stages 1 and 2 has risen since the last inspection. An increasing proportion of pupils now reaches the higher levels in reading, writing and mathematics. Teaching is good. Teachers and teaching assistants work well together to plan activities which interest pupils and are usually matched well to pupils’ different abilities. Pupils’ attendance is above the national average and their behaviour is good. Pupils are polite, courteous and enjoy mixing with friends of all ages. Pupils understand how to keep safe, including when using the internet, and say that they feel safe in school. The headteacher, leadership team, staff and governors have an accurate view of the strengths and weaknesses of the school. They have worked collaboratively to ensure that actions have resulted in improvements in teaching and achievement. Governance has improved significantly since the last inspection. Governors are well informed. They are able to challenge leaders effectively to ensure continued improvement. Pupils’ spiritual, moral, social and cultural development is good. Pupils benefit from a wide range of enrichment activities and opportunities. Relationships between adults and pupils are a strength. Pupils enjoy the range of activities on offer. It is not yet an outstanding school because : Occasionally the work set, especially for the most able pupils, is not hard enough to enable them to reach the highest possible standards in reading, writing and mathematics. Teachers do not always check that pupils have responded to the marking guidance in their books. As a result, pupils do not always improve their work or learn from their mistakes. Pupils’ spelling or use of punctuation is not always accurate, which inhibits them from reaching higher standards in their written work.