|Name||Golden Flatts Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 January 2013|
|Address||Seaton Lane, Hartlepool, TS25 1HN|
|Religious Character||Does not apply|
|Number of Pupils||143 (49% boys 51% girls)|
|Number of Pupils per Teacher||15.2|
|Percentage Free School Meals||46.6%|
|Percentage English is Not First Language||4.9%|
|Pupils with SEN Support||9.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. A well-above-average proportion of pupils are known to be eligible for the pupil premium. The proportion of pupils supported at school action is well above average. The proportion who are supported at school action plus is average and there are no statements of special educational needs. The school has achieved the International School Foundation Level, British Heart Foundation, and Sing Up Silver awards. The school meets the government’s current floor standard, which sets the minimum expectations for pupils’ attainment and progress in English and mathematics. The school has a breakfast club and wrap-around care managed by the governing body. The Early Years Foundation Stage is taught in one Reception class and a separate Nursery, sharing the same outdoor learning area.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well in this rapidly improving school. Standards are rising and teaching is continuing to improve due to the school’s commitment to ensuring every pupil does the very best that they can. Children get a really good start to their learning in the Early Years Foundation Stage. They make good progress from a starting point that is well below what is typical for their age. This is due to good teaching that improves their language skills. Pupils continue to make good progress across the school. They leave the school in Year 6 with standards that are similar to what pupils achieve nationally, particularly in mathematics and reading. Disabled pupils and those with special educational needs achieve well due to good teaching, both in and out of lessons, and support from skilled teaching assistants. Teaching is good and sometimes it is outstanding. Teachers use questioning well to promote pupils’ progress. Lessons have good pace and pupils are inspired to learn by enthusiastic teaching. Pupils’ behaviour is good as the school has worked hard to improve pupils’ attitudes to learning. They are polite and well-mannered and are a credit to their school. Pupils have a very good understanding of how to keep safe and spoke about this with confidence. The headteacher provides a clear vision and strong leadership. She is well supported by a skilful deputy headteacher and a committed team of teachers and governors. Together, they have successfully improved the quality of teaching and raised standards since the last inspection. It is not yet an outstanding school because : Standards in writing are not as good as in reading and mathematics. Pupils’ handwriting and grammar skills are not fully developed. In the marking of writing, points for improvement do not always make it clear enough what pupils need to do to improve. Not enough teaching is outstanding. It does not always meet the needs of all pupils, particularly the more able. Pupils are not always clear about how to successfully achieve the objective of the lesson or how to improve their own learning and progress.