|Name||Martock Church of England VA Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||04 December 2013|
|Address||Elmleigh Road, Martock, Somerset, TA12 6EF|
|Religious Character||Church of England|
|Number of Pupils||215 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||2.8%|
|Pupils with SEN Support||16.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Martock is an average-sized primary school. The current headteacher took up her post in September 2011. Children in the Early Years Foundation Stage are taught in a Reception class. Year 1 and most of Year 2 pupils are taught as single year groups. However, all other years are taught in mixed year group classes. Each class contain pupils from two consecutive years. Almost all pupils are from White British backgrounds. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is average. The proportion of pupils who are known to be eligible for the pupil premium, which provides additional funding for groups of pupils, including those known to be eligible for free school meals, is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school manages a breakfast club for the pupils, which was part of this inspection. A privately run nursery is based on the school site but is inspected separately.
Summary of key findings for parents and pupils
This is a good school. Achievement is good, reflecting the good, and often outstanding, teaching pupils receive. The school has rapidly improved since the previous inspection. Pupils of all abilities make good progress, and often some make exceptional gains, from their individual starting points, in reading, writing and mathematics. This is especially the case for those pupils eligible for additional funding through the pupil premium, who are making accelerated progress. Teaching assistants work closely with teachers in the classroom. They skilfully support pupils who need extra help, including disabled pupils and those who have special educational needs, so that they achieve at least as well as their peers. The headteacher gives the school inspirational leadership. She has a clear vision for the future of this school and, along with her committed team, has established a community where everyone is valued for their contribution. They share common values and all are keen to make the school even better for the sake of the pupils. Pupils feel safe in school. Their behaviour is good around the school and in lessons, where they demonstrate positive attitudes towards their learning. They are respectful and are proud of their school, taking a full part in all activities whenever possible. Governors support and challenge leaders well. They have supported the headteacher in her quest to improve the quality of teaching, which has been key to securing and sustaining the rapid improvement in pupils’ achievement. It is not yet an outstanding school because : In some mathematics classes there are not enough opportunities for pupils to apply their knowledge of calculation to problem solving tasks and consolidate what they have learnt. Teachers do not always give pupils enough challenging work to do when they are asked to work on their own When teachers mark work, the guidance they give is not always clear enough to help pupils improve their work. The outside space in the Reception Class is not stimulating enough to fully enhance children’s development.