|Name||Morecambe and Heysham Grosvenor Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||22 October 2014|
|Address||Roeburn Drive, Grosvenor Park, Morecambe, Lancashire, LA3 3RY|
|Religious Character||Does not apply|
|Number of Pupils||317 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.4|
|Percentage Free School Meals||12.9%|
|Percentage English is Not First Language||5.7%|
|Pupils with SEN Support||6.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Grosvenor Park Primary School is an average-sized primary school and has increased its intake number since the previous inspection. Nearly all pupils are from White British backgrounds, with a very small proportion from minority ethnic backgrounds. The proportion of pupils supported through school action and the proportion supported through school action plus or with a statement of special educational need are both below average. The proportion of disadvantaged pupils known to be eligible for pupil-premium funding is below the national average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The school meets the government’s current floor standards, which are the minimum expectation for pupils’ progress in English and mathematics. The headteacher is a local leader of education, and the school is part of the Loyne Teaching Alliance.
Summary of key findings for parents and pupils
This is a good school. Grosvenor Park is a very happy and harmonious school in which all children and adults are welcomed and challenged to achieve their very best. The headteacher, supported by a highly effective deputy, has successfully ensured that the school keeps moving forward, with rising standards of achievement and teaching. Teachers ensure that their lessons are engaging, with interesting work which helps all groups of pupils, including those who need extra help and the most able, to make good progress. Reading skills are taught very well, and standards have risen, so that by the time they are in Year 6, nearly two thirds of pupils are reading at the higher levels. Skilled teaching assistants play a valuable role in aiding pupils’ learning particularly, but not exclusively, for disadvantaged pupils and those with special educational needs. Children of Reception age make good progress in their first year in school, because of the good provision for them. Pupils’ social, moral, spiritual and cultural development is outstanding, because this aspect is woven seamlessly through all aspects of school life. This builds a culture of genuine tolerance and mutual respect, from all ages. The curriculum is rich and varied, based on international themes and ’host countries’. The school is well placed to meet the requirements of the new National Curriculum. Pupils behave extremely well. They are very respectful to adults and to each other, as they move around the school and in lessons. Governors are knowledgeable and do a good job of holding the school to account for the progress pupils make. It is not yet an outstanding school because : Even though they make good progress overall, the older pupils’ progress in writing is sometimes held back, because they do not have enough scope to write at length in themed work. Children in the Reception classes do not always have the best opportunities to make decisions and choose for themselves, especially in the outdoor area.