|Name||Keinton Mandeville Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 June 2012|
|Address||Chistles Lane, Keinton Mandeville, Somerton, Somerset, TA11 6ES|
|Religious Character||Does not apply|
|Number of Pupils||136 (47% boys 53% girls)|
|Number of Pupils per Teacher||22.7|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||11.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller than average-sized primary school in which all the pupils are of White British heritage. The proportion of disabled pupils and those with special educational needs, especially lower down the school, is above average, although the proportion supported by school action plus or with a statement of special educational needs is below average. The proportion of pupils known to be eligible for free school meals is well below average. The school meets the government’s current floor standards which set the minimum expectations for pupils’ attainment and progress. Reception children in the Early Years Foundation Stage are taught alongside some Year 1 pupils, and all pupils in the school are also taught in mixed-age classes. The school has National Healthy School Plus status and holds several other awards, including Artsmark Gold and Activemark.
This is a good school. Judged as good on its previous inspection, since then the school has built on its several strengths. It is not yet outstanding because there are still some inconsistencies in the quality of teaching which prevent overall achievement from being as high as it could be. All groups of children and pupils achieve well, and some make outstanding progress as the result of good teaching and support. Attainment by the end of Year 6 is above average, and previous variations in progress between different groups of pupils have narrowed. Strengths in teaching include the excellent use of assessment to further pupils’ learning and good levels of pace and challenge. While much of the teaching is good or better, occasionally expectations are not sufficiently high, so that the work does not match the needs of more-able pupils in particular, and on occasions they achieve less well than they should. Behaviour is exemplary in lessons and around the school. Pupils are very enthusiastic about learning, feel safe and enjoy all aspects of school, including the many clubs and visits. The school offers many opportunities for spiritual, moral, social and cultural development, for example through a curriculum which provides a rich mix of arts, music and sports activities. Attendance is high and pupils enjoy taking on responsibility. Leadership and management at all levels are good. Staff and governors share the senior leadership team’s drive to build on existing strengths. Management of performance and leadership of teaching are effective, through rigorous monitoring and provision of support for staff. There is accurate self-evaluation, good planning, and a successful emphasis not just on promoting achievement but ensuring an inclusive approach in the provision of excellent care and support for all pupils. Parents, carers and pupils all testify to these strengths.