|Name||Marine Academy Primary|
|Ofsted Inspection Rating||Outstanding|
|Address||Trevithick Road, St. Budeaux, Plymouth, PL5 2AF|
|Religious Character||Does Not Apply|
|Number of Pupils||476 (51.5% boys 48.5% girls)|
|Number of Pupils per Teacher||19.7|
|Academy Sponsor||The Ted Wragg Multi Academy Trust|
|Percentage Free School Meals||21%|
|Percentage English is Not First Language||4.9%|
|Pupils with SEN Support||15.7%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (02 June 2015)
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Information about this school
Marine Academy Primary was opened in September 2013 as part of the government?s free school programme. The school is smaller than the average-sized primary school. The school is sponsored by Plymouth University, Cornwall College and Plymouth City Council. Children were first admitted into the Reception class in September 2013. Currently, there are pupils in Reception and Years 1 to 3. The large majority of pupils are White British. A very small minority of pupils speak English as an additional language. The proportion of pupils known to be eligible for the pupil premium is well above national average. This is additional government funding for pupils known to be eligible to receive free school meals and those in local authority care. The proportion of disabled pupils and those who have special educational needs is below the national average. In the early years children are taught in two Reception classes on a full-time basis. There are, as yet, no public examination results to measure the school?s performance against the government floor standards, which are the minimum standards set for pupils? attainment and progress by the end of Year 6. A new headteacher, who was previously an assistant headteacher at the school, took up post in April 2015.
Summary of key findings for parents and pupils
This is an outstanding school. Leadership is outstanding. The inspirational headteacher has driven the school?s early achievements which are outstanding. The headteacher sets exceptionally high expectations and makes sure that each teacher understands what they need to do in order to improve and maintain their outstanding practice. Leaders make excellent use of the systems in place to gather information about how well pupils are learning. They use this information to refine and adapt learning to ensure pupils make the best possible progress. From their starting points, pupils achieve exceptionally well in reading, writing and mathematics and make very rapid progress. Achievement gaps between disadvantaged pupils and their peers have closed. Similarly, pupils identified with special educational needs are also making outstanding progress. Teaching is outstanding. Teachers are passionate and show a determination to provide the best education they can for pupils. The early years provision is outstanding. High quality teaching, the exceptional organisation of the learning environment and a constant focus on effective learning for all children result in them making rapid progress. Teaching assistants are exceptionally well trained. As a result, they provide high quality support and guidance to pupils. The curriculum is outstanding and is enhanced by an extensive range of extra activities and enrichment opportunities for pupils. The promotion of pupils? spiritual, moral, social and cultural development is exceptional and is an integral part of the school?s ethos. The school welcomes and celebrates the diversity of pupils. Behaviour is outstanding. Pupils love coming to school and this is reflected in their high levels of attendance. The school provides a safe and nurturing environment in which pupils thrive. Parents speak highly of the school. They appreciate the quality of learning opportunities the school provides for their children and the high level of communication between home and school. Parents have a good understanding of what their children can and cannot do. Governance is exceptionally strong. Governors know about the school and its performance in great detail. They use their considerable expertise to challenge and support the school. The school works effectively with outside agencies to ensure that pupils are provided with the best possible support for their academic and emotional development and to ensure they are kept safe.