|Name||John Blandy Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 November 2016|
|Address||Laurel Drive, Southmoor, Abingdon, Oxfordshire, OX13 5DJ|
|Number of Pupils||206 (49% boys 51% girls)|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Faringdon Academy Of Schools|
|Percentage Free School Meals||7.3%|
|Percentage English is Not First Language||2.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes, our last distance offered data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is smaller than an average-sized primary school. There is one class in each of Years 1 to 6 and a full-time Reception class. The majority of pupils are of White British origin. The remainder come from a range of other ethnic backgrounds. The proportion of pupils who speak English as an additional language is small. The proportion of pupils who are known to be eligible for support through the pupil premium is below the national average. The proportion of pupils who have special educational needs and/or disabilities and the proportion of pupils with a statement of special educational needs or education, health and care plan are around the national average. The school meets the government’s 2015 floor standards, which set the minimum expectations for pupils’ attainment and progress. The school converted to academy status in 2013 and joined the Faringdon Academy of Schools. The headteacher returned to school in September 2016, following maternity leave which began in November 2015.
Summary of key findings for parents and pupils
This is a good school Senior leaders have strong ambitions and a clear vision for the school. The headteacher has gained the trust of staff and governors and established a strong team spirit. Staff morale is high. Leadership is effective. Governors carry out their roles well. Senior leaders know the school’s strengths and areas for development. The quality of teaching and learning has improved due to robust challenge from senior leaders and focused training for staff. Pupils, including disadvantaged and vulnerable ones, are making good progress in their learning. Phonics teaching is strong and pupils read well and regularly. They have good opportunities to develop their writing and their skills in mathematics. Teachers have established good relationships with pupils. Pupils enjoy learning and listen to their teachers. Pupils conduct themselves well. They are polite and respectful and show consideration for others. The school promotes regular attendance effectively and attendance is above average. The well-designed curriculum gives pupils a wide range of experiences that support their learning well. Pupils are kept safe at school. Staff understand the safeguarding procedures and are vigilant. They care greatly about the welfare of pupils. Children settle into Reception quickly and make sustained progress in all areas of learning. The inside area is an exciting learning environment and engages children well. The outside area is underdeveloped and does not support children’s learning as well as it might. Sometimes pupils do not receive clear enough guidance on how to improve their work. Teaching assistants generally support pupils effectively in their learning, but they are not always deployed appropriately. The most able pupils could make better progress in English and mathematics. The activities planned for them are sometimes too easy.