|Name||Howes Community Primary School|
|Ofsted Inspection Rating||Good|
|Address||Palermo Avenue, Cheylesmore, Coventry, CV3 5EH|
|Religious Character||Does Not Apply|
|Number of Pupils||159 (49.7% boys 50.3% girls)|
|Number of Pupils per Teacher||17.2|
|Percentage Free School Meals||23.2%|
|Percentage English is Not First Language||35.8%|
|Pupils with SEN Support||16.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (16 October 2018)
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 school is smaller than average. Around half of its pupils are of White British origin. The rest come from a variety of ethnic backgrounds. A significant number of pupils arrive at the school at different points during the school year in all year groups. Many of these are new to understanding English. The school has an on-site specially resourced provision for hearing-impaired pupils. It currently caters for 12 pupils aged 4 to 11.
Summary of key findings for parents and pupils
This is a good school Leaders, governors and staff believe that the school exists to serve its pupils as well as possible. They seek to do all they can to provide the best. This is why the school has improved since the previous inspection and keeps getting better. As a result, pupils’ personal development is exceptionally well promoted. Pupils experience an impressive range of opportunities that broaden their horizons. This helps them to become confident, self-assured and ambitious. The quality of teaching has improved notably since the previous inspection. Teachers use their knowledge about what pupils can and cannot do well to plan appropriately challenging work. Consequently, pupils make good progress. As a result, attainment is rising. Most pupils are currently working at appropriate standards for their ages. The number reaching and exceeding these expected standards is increasing all the time. Pupils who have special educational needs (SEN) and/or disabilities achieve very well. Similarly, pupils who speak English as an additional language make good progress. Pupils behave well. They follow instructions in class and work hard. They are kind to one another in lessons and at breaktimes. They are polite to adults and welcoming to visitors. Children settle well into the early years. They make good progress across the Nursery and Reception classes. As a result, most are well prepared for the demands of the national curriculum by the time they start Year 1. Leaders have ensured that the school provides an exciting and well-taught curriculum. Therefore, pupils enjoy their learning and achieve well in a wide range of subjects. Leaders drive improvements with focus and determination. They have systematically tackled the weaknesses found at the last inspection. They know exactly what works well for pupils and where issues remain. Leaders take decisive and effective action to remedy problems when they occur. There are weaknesses in the teaching of phonics and early reading. As a result, some pupils struggle to read confidently in key stage 1 and as they move into key stage 2. Leaders have begun to address this issue. However, there is more to do.