|Name||Mary Dean’s CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 January 2012|
|Address||Mary Dean Avenue, Tamerton Foliot, Plymouth, Devon, PL5 4LS|
|Religious Character||Church of England|
|Number of Pupils||352 (51% boys 49% girls)|
|Number of Pupils per Teacher||28.0|
|Percentage Free School Meals||8.2%|
|Percentage English is Not First Language||3.8%|
|Pupils with SEN Support||7.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Mary Dean’s Church of England Primary School is larger than the average-sized primary school. The governing body took over the management of an on-site pre-school group over two years ago. The school now operates this alongside its own nursery provision, which itself has expanded significantly since the school’s previous inspection. The school runs a breakfast club before school and children can attend an after-school club at a site nearby. The proportion of pupils known to be eligible for free school means is low, as are the proportions of those from minority ethnic groups and pupils who speak English as an additional language. The percentage of pupils with special educational needs and/or disabilities is also low. The government’s floor standards have been exceeded during the past three years. Among its recently acquired awards are Healthy Schools and the Activemark.
This is a good school. When pupils leave Year 6, their standards in English and mathematics are well above average and have been for several years. Pupils make good progress in academic subjects and in their personal development. In some years their achievement has been exceptional. Behaviour and safety are good. Pupils develop independence and good work habits. They are proud of their school and take care in presenting their work. The school’s recent incorporation of pre-school groups and the development of nursery provision are resulting in improved standards, particularly in reading and writing in the Early Years Foundation Stage. Tracking of individual pupil’s progress is effective. The resulting small group intervention work in all years enables those of different abilities to progress well. However, tracking at whole-school level does not identify sharply how well different groups of pupils are progressing. Teaching is good, but it is not completely consistent. Self-evaluation is accurate, identifying weaknesses and implementing successful plans to address them. Good leadership and management have sustained the school’s success despite financial constraints which have led to resourcing difficulties, such as those in information and communication technology and outdoor provision for the Early Years Foundation Stage.