|Name||Glebelands Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 September 2014|
|Address||Chancel Road, Leicester, Leicestershire, LE4 2WF|
|Religious Character||Does not apply|
|Number of Pupils||293 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.7|
|Percentage Free School Meals||13.4%|
|Percentage English is Not First Language||12.3%|
|Pupils with SEN Support||14%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than an average-sized primary school. Some pupils start their early years in the Foundation 1 class at three years old while others join the school at four years old in Foundation 2 The proportion of disadvantaged pupils (those supported by the pupil premium, which is additional funding for pupils known to be eligible for free school meals, or who are looked after by the local authority) is below average. The proportion of pupils from minority ethnic groups is above average. The proportion of pupils who speak English as an additional language is below average. Five pupils are currently supported with a statement of special educational needs or an education, health and care plan. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Pupils get a good start to school life in the early years Foundation classes. They make good progress because activites are well planned to develop their skills. All groups of pupils continue to make good progress in reading, writing and mathematics throughout Key Stages 1 and 2. Pupils start school with skills lower than those typical for their age, they reach above average standards by the end of Key Stage 2. Teaching is good. Teachers have high expectations of what pupils can achieve and make lessons lively and interesting. Pupils behave well in and around school. They are polite and helpful to adults and each other. They readily share equipment and ideas, helping each other in lessons. Pupils feel safe in school and know how to stay safe in different situations. The school communicates well with parents and provides good guidance to help them support their children at home. Leaders, including governors, make sure that teaching is good so that all groups of pupils achieve well. The headteacher and senior leaders rigorously check how well pupils are doing. Any in danger of falling behind are quickly helped to keep up. Governors visit the school regularly to see for themselves how it is doing and offer appropriate support and as well as challenge to school leaders. Governors work closely with staff to make sure that plans to help the school improve are effectively implemented. Pupils’ spiritual, moral, social and cultural development is a particular strength of the school. The school’s own values underpin all it does and this is reflected in the support and respect pupils show each other. It is not yet an outstanding school because : Not all teachers give pupils helpful guidance as to how they can improve their work and make sure they act on the advice. Guidance in mathematics is much less helpful than that given in literacy. Pupils’ work is not always well organised which means mistakes are made and books are untidy. Some pupils do not use the handwriting skills that they have developed. While leaders check how well pupils are doing, they have not yet devised an assessment system to check progress against the recently introduced curriculum, which is based on new government guidance.