|Name||Merstham Primary School|
|Ofsted Inspection Rating||Good
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.
|Inspection Date||24 February 2016|
|Address||London Road South, Merstham, Redhill, Surrey, RH1 3AZ|
|Religious Character||Does not apply|
|Number of Pupils||219 (55% boys 45% girls)|
|Number of Pupils per Teacher||20.9|
|Academy Sponsor||Glf Schools|
|Percentage Free School Meals||9.5%|
|Percentage English is Not First Language||12.3%|
|Pupils with SEN Support||10.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is about the same size as the average-sized primary school. It is a one form of entry school although there are currently two classes in Year 5, owing to the need for additional places within the community. Children in the early years are taught in one Nursery and two Reception classes. Children attend Nursery in the mornings only and they attend full time when they are in the Reception year. There is a much higher number of boys than girls in some classes. A smaller than usual proportion of pupils are eligible for pupil premium funding. This is additional funding provided by the government to support those pupils who are entitled to free school meals or who are looked after by the local authority. About a quarter of the pupils are from minority ethnic groups, which is a little below the national average. A lower than average proportion of pupils speak English as an additional language, although the number of these pupils in the school is increasing. The proportion of disabled pupils and those who have special educational needs is below average. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ learning and progress. There have been significant changes to the leadership team since the previous inspection.
Summary of key findings for parents and pupils
This is a good school School leaders, supported by an effective governing body, have brought about significant improvements since the previous inspection. The quality of teaching has improved and pupils make good progress. Teaching is typically good. Teachers know their pupils well and they plan lessons to build on what pupils already know. They provide imaginative experiences that inspire pupils and encourage them to work hard. Standards in reading, writing and mathematics have risen sharply and are now broadly average. Pupils have made good progress in writing and mathematics. Disadvantaged pupils achieve equally as well as other pupils. This is due to the effective way in which leaders track their progress and intervene before they fall behind their classmates. Pupils enjoy school. They feel happy and safe and they behave well. They have positive attitudes to learning and they settle quickly to their work. The curriculum provides enriching experiences that contribute well to pupils’ spiritual, moral, social and cultural development. It is enhanced by a good range of after-school clubs that add to pupils’ enjoyment of school. The restructured leadership team provide a clear direction to the work of the school. They have built a strong team of teachers who share their vision and ambition. Governors have reviewed the way in which they work and now provide a greater and more professional challenge to school leaders. They hold the leadership to account for the school’s performance. It is not yet an outstanding school because : The early years requires improvement because : recent improvements have not been sustained. Communication is inconsistent. Leaders do not always provide information in a timely manner. The school’s website is not fully compliant with statutory requirements. Teachers do not provide enough opportunities for pupils to read and develop good reading habits in their day-to-day learning and so pupils make slower progress in reading than in other subjects. The presentation of work in pupils’ books is often untidy and does not reflect the good quality of which they are capable.