|Name||Goodyers End Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 November 2017|
|Address||Bowling Green Lane, Bedworth, Warwickshire, CV12 0HP|
|Religious Character||Does not apply|
|Number of Pupils||392 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||27.6%|
|Percentage English is Not First Language||13.3%|
|Pupils with SEN Support||19.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. Goodyers End Primary School is larger than the average-sized primary school. The proportion of disadvantaged pupils is above the national average. The proportion of pupils from minority ethnic groups is below that in most schools. The proportion of pupils who have SEN and/or disabilities is above the national average. There are two classes in each year group. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics for pupils in Year 6. The previous headteacher retired in 2014. Her successor left the school in April 2017 after a prolonged period of absence. The current headteacher was appointed to the post in September 2017. She had been undertaking the role of acting headteacher since October 2016.
Summary of key findings for parents and pupils
This is a good school The headteacher has been a pivotal force in successfully addressing the decline in outcomes for pupils. She has set high expectations for all members of the school community. During the last two years, outcomes in reading, writing and mathematics have risen sharply. Pupils across the school now make good progress. Leaders have been resolute in improving any less effective teaching. Teaching is now good. Teachers have been well supported in their professional development. Children make a good start in the early years provision. Teachers and other staff ensure that activities are well matched to children’s interests and abilities. Governors are knowledgeable about the school’s strengths and how it can improve further. They provide challenge and support to school leaders. Pupils’ well-being and safety are at the heart of the school’s work. Leaders ensure that pupils feel valued and respected as individuals. The relatively recently established senior leadership team provide effective support for the headteacher and share her values and vision. They ensure that key areas of the school’s work, including English, mathematics and provision for disadvantaged pupils, are well led. Pupils are proud of their school and appreciate what it offers them. They show positive attitudes to learning and feel that their voice is clearly heard in determining how the school can improve even further. Teaching of foundation subjects, such as history and geography, is not as consistently engaging for pupils. Leaders of these subjects are still developing skills in evaluating how teaching can improve. While all pupils in school make good progress, the activities that teachers set for the most able pupils are not always sufficiently challenging to allow more to reach the highest levels. The probing and effective questioning that many teachers deploy is not fully utilised across the school. Teachers ensure that there is a strong and effective focus on teaching key skills and knowledge in reading, writing and mathematics. However, leaders recognise that opportunities for pupils to undertake problem-solving activities in mathematics are not yet fully in place. Pupils have a clear sense of right and wrong and show respect and tolerance for others. Pupils behave well and take responsibility for their own actions.