|Name||Little Heath Primary School|
|Ofsted Inspection Rating||Good|
|Address||Spring Road, Coventry, CV6 7FN|
|Religious Character||Does Not Apply|
|Number of Pupils||268 (51.5% boys 48.5% girls)|
|Number of Pupils per Teacher||18.0|
|Percentage Free School Meals||29.1%|
|Percentage English is Not First Language||65.1%|
|Pupils with SEN Support||31.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (15 January 2013)
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Information about this school
This is a smaller than average primary school. The majority of pupils are from a wide range of minority ethnic backgrounds; the main groups are from Eastern Europe, Indian, African and Pakistani backgrounds. Far more pupils than is typical join or leave the school other than at the usual times. In 2011-12, only 15 out of 26 pupils in Year 6 had attended the school since Reception. Many of these pupils who join the school in Key Stages 1 or 2 have had little or no prior schooling. A significant number of pupils return to their home country for extended periods of time and miss teaching that is crucial to develop their basic skills. Others stay at the school for a short time then move to other schools nearer home. Occasionally pupils leave the school only to return within months of their departure. A large majority of the pupils speak English as an additional language. The proportion of pupils funded through the pupil premium (the additional government funding provided for certain groups, including those eligible for free school meals) is double the national average. The proportion of pupils supported at school action is below the national average but those supported at school action plus or have a statement of educational need is over double the national average. None of the school’s pupils are in alternative provision (none are taught in other schools or units). The school does not meet the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. Following the departure of the previous headteacher in July 2012, the deputy headteacher is the school’s acting headteacher. The senior leadership team now includes the English and mathematics co-ordinators and the inclusion co-ordinator.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in the Reception class and develop a positive attitude to their learning. All teachers know pupils well and plan practical and imaginative lessons so that pupils make good progress, especially in English and mathematics. Good systems are in place to track the progress of all groups of pupils and no pupil is allowed to fall behind. Reading is taught well. Pupils enjoy books and read for pleasure. Pupils who have newly arrived from other countries and who do not speak English are quickly made to feel at home and learn rapidly. Pupils who learn slowly make good progress and reach standards close to those of most others because staff understand how to help them become successful learners. Relationships between staff and pupils are good. Pupils feel safe and behave well. School leaders expect the best from all pupils and staff have built good partnerships with parents and other schools. Pupils eligible for free school meals make good progress and benefit from being taught in smaller groups. Governors know the school well and effectively hold leaders to account for what it does. It is not yet an outstanding school because : Although teaching is almost always at least good, in some lessons teachers do not make sure that the learning planned is suitable for every pupil. Occasionally, the advice that teachers give to pupils on how to improve is not quite clear enough, particularly in writing. In some lessons, teachers do not sufficiently help pupils to link sounds and letters to improve their spelling skills. At times, teachers do not insist that letter shapes are carefully written so that writing is neat and legible.