|Name||Marsham Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 April 2015|
|Address||High Street, Marsham, Norwich, Norfolk, NR10 5AE|
|Religious Character||Does not apply|
|Number of Pupils||39 (51% boys 49% girls)|
|Number of Pupils per Teacher||17|
|Percentage Free School Meals||15.4%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||20.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much smaller than the average-sized primary school. The school is federated with Hevingham Primary School. This federation is known locally as ‘The Partnership’. These schools share one governing body, the same headteacher and leadership team. The school is part of the Aylsham Cluster Trust. Children in the Reception class attend full time. They are taught with pupils in Years 1 and 2. Pupils in Years 3 to 6 form a second class. During the inspection, Year 6 pupils were taught in a combined class with those of the same age at the federated school. Most pupils are White British. The proportion of pupils eligible for the pupil premium is well above the national average. The pupil premium is additional funding for pupils who are looked after by the local authority or known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is well above average. The proportion of pupils who join or leave the school part-way through their primary education is high. Around three of every five pupils do not start and finish their primary education at the school. There were too few pupils in Year 6 in 2014 to qualify for the usual judgement about whether the school meets the government’s current floor standards. These are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Determined leadership and management at all levels has driven rapid improvements since the previous inspection, particularly in the quality of teaching and pupils’ achievement. The headteacher is the catalyst for the many improvements. For example, she has ensured staff had the high-quality training needed to improve. The partnership with parents is very strong and trusting; parents support the school in all it does for their children. Behaviour is good and pupils say they feel safe and very well cared for. They are tolerant and respectful of one another because the school promotes their spiritual, moral, social and cultural development well. Teaching, guidance and extra help are tailored to each pupil. Each is known as an individual. All, including the disadvantaged and those who have special educational needs, thrive because they are nurtured so well. Teaching is good. Teachers and their assistants form effective teams. Basic skills are taught well, laying the foundation for good learning. Achievement is good; all pupils make good progress in relation to their different starting points. The Reception provision is effective; children make good progress and learn many basic skills essential to their learning in Year 1 and beyond. It is not yet an outstanding school because : Pupils are not taught how to think for themselves; for example, how they might try to resolve a problem when they are stuck. They rely too readily on adults to help them. Pupils are not given sufficient opportunities to use and apply their good mathematical knowledge to reason and problem-solve across subjects.