Mereside Primary Academy

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About Mereside Primary Academy


Name Mereside Primary Academy
Website http://www.meresideprimary.com/
Inspections
Ofsted Inspections
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Headteacher Ms Samantha Upton
Address Langdale Road, Blackpool, FY4 4RR
Phone Number 01253761531
Phase Academy
Type Academy converter
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 290 (47.9% boys 52.1% girls)
Number of Pupils per Teacher 15.8
Academy Sponsor Fylde Coast Academy Trust
Local Authority Blackpool
Highlights from Latest Inspection
This inspection rating relates to a predecessor school. When a school converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Summary of key findings for parents and pupils

This is a good school. By the end of Year 6 the proportion of pupils attaining at the expected level has improved and is now broadly average.

The proportion of pupils making the expected, and better than the expected, rate of progress has increased and now compares well with national figures. Children get off to a good start in the Early Years Foundation Stage. The quality of teaching is now good and, as a result, pupils currently in school are making good progress.

The wide range of focused one-to-one and small-group activities make sure that pupils' learning, social and emotional needs are well met. Pupils behave well. They are courteous, polite and say that... they feel safe and well cared for.

The school curriculum is good and contributes well towards pupils' spiritual, moral, social and cultural development. School leaders, including the governing body, have worked diligently to drive up standards since the previous inspection. They have put effective actions in place to improve pupils' progress and the quality of teaching.

It is not yet an outstanding school because : A small minority of teaching requires improvement and not enough is outstanding. On some occasions more-able pupils spend too much time listening to the teacher. Teachers often accept work that is not well presented.

Pupils do not always use punctuation or spell accurately. Teachers mark pupils' work well but they do not always check to make sure that pupils follow the good advice the next time they produce a piece of work. Despite the efforts of the school, attendance remains below average and some pupils arrive late to school.

Information about this school

This is smaller than the average-sized primary school. The proportion of pupils eligible for the pupil premium (additional funding provided for children in local authority care, those from services families and those known to be eligible for free school meals) is well above average. The majority of pupils are from a White British heritage and speak English as their first language.

The proportion of pupils supported at school action is well above average as is the proportion of pupils supported at school action plus or who have a statement of special educational needs. An above-average and increasing proportion of pupils leave and join the school at times other than expected. There is a considerable building refurbishment project taking place.

The school shares its site with and manages a children's centre and a special educational resource facility for pupils with behavioural issues that are inspected independently. The latest report can be found on the Ofsted website. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.

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