|Name||King Ina CofE Academy (Infants)|
|Ofsted Inspection Rating||Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||16 January 2014|
|Address||Etsome Terrace, Somerton, Somerset, TA11 6LY|
|Religious Character||Church of England|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||26.3|
|Academy Sponsor||King Ina Church Of England Academy|
|Percentage Free School Meals||20.3%|
|Percentage English is Not First Language||3.8%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Somerton Infant School is smaller than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked-after children and those from service families) is below average. The percentage of disabled pupils and those with special educational needs supported through school action is well below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also well below average. The proportion of pupils from minority ethnic groups is below average. A very small number of pupils are at the early stages of learning English as an additional language. A privately run pre-school operates on the school site and shares some of the school’s facilities; as it is managed independently, it was not part of this inspection. The school has been through a period of uncertainty and change with regard to leadership following the departure of the previous long-serving headteacher. The recently appointed, interim headteacher is also the headteacher of Monteclefe, Church of England Academy, where the majority of pupils move on to at the end of Year 2. The governors of Somerton Infants are working towards possible federation.
Summary of key findings for parents and pupils
This is an outstanding school. Pupils’ achievement is outstanding. By the end of Year 2 they make excellent progress from average starting points on entry to school. Attainment has been above and often well above average in reading, writing and mathematics since the previous inspection. Teaching is consistently good, with much that is outstanding. Teachers plan short, themed units of work which are often based on pupils’ interests.They are well supported by a very wide range of visits and visitors. Pupils with disabilities, special educational needs and from other vulnerable groups are well provided for and supported effectively. They make good and often rapid progress. Pupils’ excellent attitudes make a significant contribution to their learning. No time is lost in lessons because pupils are quick to get started on their tasks and activities once instructed to do so by their teachers. Pupils’ positive attitudes to learning ensure that they want to succeed and rise to the challenges that teachers set for them. Behaviour and safety are excellent. Pupils feel safe. They set and maintain particularly high standards for themselves and are highly critical when these are not consistently met by all members of the school community. The broad and balanced curriculum plays a significant role in supporting pupils’ outstanding behaviour. It promotes pupils’ excellent respect for each other’s feelings, their religions, beliefs and cultures. The interim headteacher, in close partnership with senior teachers, staff and governors, has systematically led improvements that has secured pupils’ continued high achievement. All staff and pupils share the school’s drive and commitment to do the best that it can for every pupil who attends the school. The school’s leadership analyses the information about pupils’ progress closely and checks that teachers plan lessons that help any pupil who is not on track to reach challenging targets and catch up rapidly. Governors have a very accurate picture of the school’s performance and are very well informed about outcomes for all pupils. They make decisions about school improvement based firmly on raising achievement even further.