|Name||Mount Pleasant 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||03 July 2013|
|Address||Newton Lane, Darlington, County Durham, DL3 9HE|
|Religious Character||Does not apply|
|Number of Pupils||276 (54% boys 46% girls)|
|Number of Pupils per Teacher||20.4|
|Academy Sponsor||Lingfield Education Trust|
|Percentage Free School Meals||48.6%|
|Percentage English is Not First Language||3.6%|
|Pupils with SEN Support||19.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is an average-sized primary school. The proportion of pupils known to be eligible for the pupil premium, which provides additional funding for pupils known to be eligible for free school meals, those children in local authority care or from service families, is well above average. The large majority of pupils are of White British background. The school maintains a local authority funded Resource Provision Unit for 14 pupils with social and communication difficulties, including Autism, from across the authority. They are taught within the unit and as part of mainstream classes where appropriate. From September 2013, the number of pupils in the unit is increasing to 20. The proportion of pupils supported through school action is above average. The proportion supported at school action plus or with a statement of special educational needs is also above average. The school runs a successful breakfast club. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Children have a good introduction to learning in the Early Years Foundation Stage. The strong focus on developing speaking and listening skills and their personal and social development ensures that they are well prepared for future learning. Achievement is good overall because most pupils make at least good and sometimes outstanding progress. From a range of different starting points most pupils reach the expected standards by the time they leave Year 6. Good teaching provides opportunities for pupils to make at least good progress overall. Where teaching is outstanding, pupils’ progress is accelerated. Excellent provision in the Resource Provision Unit ensures that pupils make the best progress and are well placed to achieve well when they move on to their next stage in education. Relationships between pupils, parents and with staff are highly successful. There is a strong commitment to support parents to ensure that their children are in school and ready to learn. Pupils are very happy and say that they enjoy school. They have particularly good opportunities through their individual roles and responsibilities to share ideas, and put these into practice to improve the school. Behaviour and safety are outstanding. There is a shared understanding of respecting oneself and others. This is seen in the very positive manner in which pupils conduct themselves in lessons and around the school. Excellent leadership from the headteacher, leadership team and governing body have secured rapid improvements in pupils’ achievement and in the quality of teaching since the last inspection. The school enables pupils to move on confidently to their next stage of learning. It is not yet an outstanding school because : There is not enough outstanding teaching. For some pupils, work is not challenging enough at their individual levels. Marking across all subjects is inconsistent and does not always help pupils to improve their work. Pupils’ attainment in reading and writing are less consistent than in mathematics because : there are too few challenging opportunities for pupils to use and practise their reading and writing skills across other subjects.