|Name||Micklands Primary School|
|Ofsted Inspection Rating||Good|
|Address||Micklands Road, Caversham, Reading, RG4 6LU|
|Religious Character||Does Not Apply|
|Number of Pupils||372 (48.4% boys 51.6% girls)|
|Number of Pupils per Teacher||22.6|
|Percentage Free School Meals||16.9%|
|Percentage English is Not First Language||18.8%|
|Pupils with SEN Support||14.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (14 October 2015)
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Information about this school
Micklands Primary School is larger than the average-sized primary school and the number on role has risen slightly since the last inspection. The number of pupils joining and leaving the school part-way through their primary school education is higher than usual. The school has pupils from a wide range of different backgrounds, with just over half of the pupils being of White British heritage. The proportion of disabled pupils and those with special educational needs is broadly in line with other schools nationally. At close to one quarter, the proportion of pupils who receive support through the pupil premium is broadly in line with the national average. The pupil premium is additional funding for children who are looked after by the local authority and pupils known to qualify for free school meals. Currently there are no looked after children in the school. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics. A before- and after-school club runs on the site. This is provided by an outside organisation.
Summary of key findings for parents and pupils
This is a good school The headteacher provides exceptional leadership and is persistent in her quest to improve the school in every aspect so that pupils are given the best opportunity to succeed. The strong senior team shares the headteacher’s vision and ambition for the pupils in the school. Governors support the school’s leaders very well. They carry out their role with tenacity and professionalism, and provide a good balance of support and challenge. Teaching throughout the school is good as a result of decisive and effective action by leaders. Teachers plan interesting and engaging learning experiences for pupils, and meet the needs of different abilities of pupils well. Children in the early years are provided with a rich environment and high-quality expertise to enable all pupils to make good progress. Pupils work and play together exceptionally well. They care deeply about each other and their environment, appreciating that they all have the same opportunities to learn and make good progress. Pupils feel very safe, and safeguarding systems are accurately followed and meticulous in detail. Parents are warmly welcomed into school and they appreciate the improvements made in communication and information. All pupils achieve well because they make at least good progress from their starting points. Disabled pupils and those with special educational needs are well supported and make good progress, as are disadvantaged pupils. This is because precise analysis identifies accurate support for them. It is not yet an outstanding school because : There are not enough opportunities for pupils to use their mathematics skills in real-life situations. Middle leaders are beginning to take on greater responsibility and this needs further development. Teaching is not yet outstanding across the school. The youngest disadvantaged pupils do not achieve as well as others in the school. Too many of them start Year 1 behind other children. Pupils do not always respond to teachers’ marking when this is appropriate.