Marshland St James Primary and Nursery School

About Marshland St James Primary and Nursery School Browse Features

Marshland St James Primary and Nursery School

Name Marshland St James Primary and Nursery School
Ofsted Inspection Rating Requires improvement
Inspection Date 25 April 2018
Address School Road, Marshland St James, Wisbech, Cambridgeshire, PE14 8EY
Phone Number 01945430378
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 105 (57% boys 43% girls)
Number of Pupils per Teacher 21.8
Academy Sponsor The Diocese Of Ely Multi-Academy Trust
Local Authority Norfolk
Percentage Free School Meals 15.6%
Percentage English is Not First Language 2.9%
Persisitent Absence 20%
Pupils with SEN Support 9.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

There has been a high rate of staff turnover in the last two years. The school is small compared to other schools. There is a high number of pupils who have SEN and/or disabilities and a high proportion with a statement of special educational needs or an education, health and care plan. There is a higher than average proportion of disadvantaged pupils. There are significantly more boys on roll than there are girls. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ progress. The school is sponsored by the Diocese of Ely Multi-Academy Trust.

Summary of key findings for parents and pupils

This is a school that requires improvement Teaching over time is inconsistent across different classes and subjects. Where practice is weak, pupils do not make sufficient progress. Learning in some subjects, such as history, geography and science, is not as well planned as it is in English and mathematics. Pupils do the same work regardless of their ability. As a result, pupils’ progress is too variable. Some teachers do not explain tasks well, which means that pupils do not fully understand what they have to do, and their progress is slow. Pupils’ attainment in the 2017 key stage 1 and 2 national tests in reading, writing and mathematics was below national averages. Teachers do not challenge the most able pupils sufficiently to enable them to achieve a greater depth in their learning. As a result, the proportion of pupils working above expected standards does not compare well with that of other pupils nationally. Some teachers have low expectations for the pupils and as a result their progress is slow. This is particularly evident in Years 5 and 6. The school has the following strengths The headteacher challenges and supports teachers to improve standards. Where teaching is weak, she has put support in place for individual teachers. The headteacher has high expectations for all staff. Governance is effective. Governors hold the headteacher to account well for the efficient use of resources and the quality of education. Pupils behave well and their attitudes to learning are good. The have a secure understanding of how to stay safe and healthy. Children in the early years make good progress from their various starting points because of the good quality of teaching, learning and assessment.