Marldon Church of England Primary School

About Marldon Church of England Primary School Browse Features

Marldon Church of England Primary School

Name Marldon Church of England Primary School
Ofsted Inspection Rating Good
Address Marldon Cross Hill, Marldon, Paignton, TQ3 1PD
Phone Number 01803557797
Type Primary
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 209 (51.7% boys 48.3% girls)
Number of Pupils per Teacher 28.7
Local Authority Devon
Percentage Free School Meals 15.3%
Percentage English is Not First Language 1%
Pupils with SEN Support 14%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (03 June 2015)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school is smaller than the average-sized primary school. The school entered into a partnership with the United Schools Federation in April 2013 and, after a period of consultation, became a member of the federation in January 2014. The school has one class in each year from Year R to Year 6. All pupils attend on a full-time basis. The proportion of disabled pupils and those who have special educational needs is in line with the national average. The proportion of disadvantaged pupils supported by the pupil premium is much lower than the national average. This additional government funding is used to support those pupils known to be eligible for free school meals and children who are looked after. In Year 6, in 2014, there were too few disadvantaged pupils for their attainment to be compared to that of others without the risk of identifying individuals. Most pupils are from a White British background. The proportion of pupils from minority ethnic backgrounds is well below the national average. Very few pupils do not speak English as their first language. The school met the government’s current floor standards in 2014, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The head of school joined the school in September 2014. The school has received support from the United Schools Federation. This is led by the executive headteacher who is a national leader of education.

Summary of key findings for parents and pupils

This is a good school. Pupils’ achievement has improved since the last inspection and is now good. This is due to teaching that is at least good and has been improving rapidly over time. Pupils’ attainment at the end of Year 6 was above the national average in 2014. Attainment was significantly above that seen nationally in reading and writing. Children make a good start in school. The proportion of children attaining a good level of development at the end of Reception year is above the national average. The progress pupils make between Key Stage 1 and Key Stage 2 has increased steadily since the last inspection and is now good. The head of school has provided good leadership within the school. Supported by the executive headteacher and federation, he has been able to drive up the quality of teaching and standards in the school. Middle leaders play an important role in checking the progress made by pupils. They monitor the work of teachers carefully and provide training to staff to develop their skills. This has helped improve the quality of teaching and, as a result, accelerated the progress pupils now make. The school’s work to keep pupils safe is good. Pupils enjoy school and have good attitudes to learning. Behaviour in the school is good. The school develops pupils’ spiritual, moral, social and cultural understanding well. The pupils are well prepared for life in modern democratic Britain. Governors check the work of school carefully and hold the senior leaders to account for pupils’ achievement. It is not yet an outstanding school because : Pupils of all abilities make too many basic spelling errors in their written work. Teachers do not always insist that presentation of pupils’ work in their books is always to a consistently high standard. As a result, pupils’ handwriting is not always neat and well formed. The outdoor area does not provide children in the early years with interesting activities that support the learning that takes place inside the classroom.