|Name||Homer First School and Nursery|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 May 2013|
|Address||Testwood Road, Windsor, Berkshire, SL4 5RL|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Local Authority||Windsor and Maidenhead|
|Percentage Free School Meals||10.2%|
|Pupils with SEN Support||7.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Homer First School is an average-sized first school. The proportion of girls is below the national average but numbers vary across year groups. The proportion of pupils for whom the school receives the pupil premium (additional funding provided for looked after children, pupils eligible for free school meals and children of service families) is below average. Most pupils in the school are of White British heritage. The rest of the pupils are from a range of minority ethnic groups. The proportion of pupils learning English as an additional language is slightly above average. The proportion of pupils supported by school action is average, and the proportion of pupils at school action plus or with a statement of special educational needs is well below average. The governing body manages a breakfast club. Parents and carers have access to an after-school club managed by, and situated at, a local secondary school, which was not part of this inspection The school meets the current government’s floor standards, which set the minimum requirements for pupils’ attainment and progress. Since the last inspection there have been a number of changes in headship. The two current co-headteachers were appointed as acting headteachers from September 2011, and formally appointed as co-headteachers in May 2012.
Summary of key findings for parents and pupils
This is a good school. Pupils make good and improving progress in reading, writing and mathematics. Progress in reading is good for the majority of pupils. They quickly develop the skills to read, grow to enjoy reading and use these skills to help them learn and achieve high standards as they move through the school. Teaching is good across the school. Positive relationships between teachers and pupils, clear guidance and challenging tasks support the good progress most pupils make. Teachers work well with support staff to make sure that pupils needing extra help are identified early and receive effective support. As a result gaps between the progress made by different groups of pupils are closing fast. Pupils’ behaviour is good in lessons and around the school and they feel safe. Almost all pupils are eager to learn. Staff throughout the school model courtesy and respect very well. The two recently appointed co-headteachers have successfully led the school through a period of earlier instability to gain the confidence of parents and carers, pupils, staff and governors. They have built a cohesive and focused school community committed to the highest levels of success for pupils at this school. Governors know the school well. They support and rigorously challenge school leaders about how well the school is improving, and what more needs to be done. It is not yet an outstanding school because: Progress in writing and mathematics is not as consistently good as it is in reading because : there are too few opportunities to write at length and use their learning in mathematics in other subjects. There is not enough outstanding teaching because teachers do not give pupils enough opportunities to be involved in deciding how they want to develop their work and to show their learning. In some lessons teachers also do not ask questions that help pupils to think deeply about their learning, or to discuss their ideas to develop them further.