|Name||Little Thetford CofE VC Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 June 2011|
|Address||Green Hill, Little Thetford, Ely, Cambridgeshire, CB6 3HD|
|Religious Character||Church of England|
|Number of Pupils||99 (46% boys 54% girls)|
|Number of Pupils per Teacher||19.6|
|Percentage Free School Meals||4%|
|Percentage English is Not First Language||5.8%|
|Pupils with SEN Support||20.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Most pupils at this much smaller than average primary school are from White British backgrounds. A small proportion are from minority ethnic backgrounds and none is learning to speak English as an additional language. An average proportion of pupils are identified with special educational needs and/or disabilities, including those who have a statement of special educational needs. The proportion of pupils known to be eligible for free school meals is well below average. The school has met the government’s floor targets for academic performance in each of the last three years. Among its national awards, the school has International School and National Healthy School status and the Basic Skills Quality Mark.
This is a good school in which pupils achieve well, make good progress and reach above average levels of attainment. Good teaching and leadership have helped to accelerate pupils’ progress and raise their attainment, particularly in English. Standards are rising in mathematics too, although not as quickly as in English. The school has rightly identified the need to extend pupils’ use of their mathematical skills in a wide range of situations, for example to solve problems and carry out investigations. Pupils enjoy school very much and feel that they learn a lot in lessons. Their outstanding behaviour and positive attitudes contribute considerably to the school’s supportive and highly inclusive ethos. The very large majority of pupils report that they feel safe in school. Staff make good use of the information from assessing pupils’ progress to match work to their needs, to identify those pupils who could make faster progress and to provide extra help for those who require it. Teachers usually keep a careful check on pupils’ learning in lessons and tackle misunderstandings sensitively. Occasionally, opportunities are missed to review and extend pupils’ understanding through probing and challenging questions. . The marking of pupils’ work is good. Particularly in English, pupils are given clear verbal and written feedback that praises and encourages their efforts and enhances their understanding of their next steps. Marking is less detailed in mathematics. Leaders monitor the school’s work robustly, hold staff to account for pupils’ performance and are strongly focused on improving provision. Parents are very supportive of the school.