|Name||Houghton Regis Primary School|
|Ofsted Inspection Rating||Good|
|Address||St Michael’s Avenue, Houghton Regis, Dunstable, LU5 5DH|
|Religious Character||Does Not Apply|
|Number of Pupils||306 (48.7% boys 51.3% girls)|
|Number of Pupils per Teacher||28.1|
|Local Authority||Central Bedfordshire|
|Percentage Free School Meals||9.8%|
|Percentage English is Not First Language||11.9%|
|Pupils with SEN Support||13.9%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (08 May 2019)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The proportion of pupils known to be eligible for pupil premium funding is below the national average. The proportion of pupils from minority ethnic backgrounds is below the national average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who receive SEND support, or who have an education, health and care plan, is above the national average. There has been a significant change in staffing since the last inspection. A new deputy headteacher and a number of new class teachers have been appointed, including five newly qualified teachers who took up their posts in September 2018.
Summary of key findings for parents and pupils
This is a good school The headteacher and her deputy know their school well. They have introduced improvements in teaching, learning and assessment that have improved outcomes for pupils. A strong focus on key skills in English and mathematics has enabled pupils to make good progress in these subjects. Improved assessment and systems for tracking pupils’ progress help teachers to identify and support pupils where necessary. This has enabled staff to ensure that disadvantaged pupils make good progress. Many teachers are new to the school, but the headteacher has managed recruitment well, and new staff are committed to the school’s ethos of high expectations. Governors are well informed about standards of education and use this knowledge to support and challenge the headteacher effectively. The early years foundation stage is managed effectively, and staff support children to be well prepared for key stage 1. Pupils with special educational needs and/or disabilities (SEND) make good progress because all staff take responsibility for meeting their needs. Pupils’ good behaviour creates a friendly and calm atmosphere where they can learn well. Pupils feel safe and happy in school and have deep trust in school staff to help them when necessary. The proportion of pupils achieving the higher standard in English and mathematics is rising, but it is still not as high as it should be because : teachers’ questions are sometimes not challenging enough. Leaders give clear direction in the core subjects of English, mathematics and science. The leadership of other subjects is not yet sufficiently well developed. Pupils enjoy a broad and balanced curriculum. Their progress is not as strong in subjects other than English and mathematics. This is because the curriculum in these subjects is not as well developed, and pupils sometimes do not have sufficiently regular opportunities to build their knowledge and skills.