|Name||John Fletcher of Madeley Primary School|
|Ofsted Inspection Rating||Good|
|Address||Upper Road, Madeley, Telford, TF7 5DL|
|Religious Character||Church of England/Methodist|
|Number of Pupils||333 (52% boys 48% girls)|
|Number of Pupils per Teacher||20.2|
|Local Authority||Telford and Wrekin|
|Percentage Free School Meals||29.1%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||19.1%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (23 May 2017)
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
John Fletcher of Madeley Primary School is larger than the average-sized primary school. Most pupils are White British. The proportion of disadvantaged pupils is above the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. There is a specially resourced provision for up to eight pupils of between four and seven years of age who have speech and language difficulties. This is funded by the local authority and some pupils from John Fletcher of Madeley Primary School attend the unit. The school meets requirements on the publication of specified information on its website. In 2016, the school met the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher, other school leaders and governors have created a school that meets most pupils’ needs and inspires an interest in learning. Since the previous inspection, they have driven improvements in behaviour, attendance and teaching. Teaching and learning in phonics, reading and writing is driving steady improvements. Pupils respond well to the positive reading culture in school and are able to use their literacy skills across a broad range of subjects. Reading standards at the end of Year 6 in 2016 were above national figures. This represents very strong progress from low starting points. Provision for pupils who have special educational needs and/or disabilities works well. Pupils with complex needs receive specialist support. They benefit from firm, kind and supportive guidance and are fully involved in school life. Mathematics teaching provides appropriate challenge for the most able and middle-ability pupils. Leaders and teachers could make more use of the available assessment information to sharpen up teaching for those pupils who find it hard to keep up with their mathematics work. Provision in the early years is good. The youngest children make strong progress from low starting points during their first year at school. The school provides an excellent level of care. Pupils are nurtured and their individual qualities and talents are noticed and encouraged. The school’s procedures for keeping pupils safe and responding to concerns are excellent. All understand their duty of care and act quickly and efficiently when necessary. Staff manage pupils’ behaviour very well. They reward good behaviour and challenge poor behaviour. Pupils who need support in order to cope with aspects of school receive expert advice. Consequently, exclusion rates have fallen. Attendance at school has risen year after year and is above average. Procedures for checking on unexplained or regular absence are excellent. Current pupils make good progress in reading, writing and mathematics because teaching is effective. However, the less able pupils make stronger progress in English than they do in mathematics.