Newport Church of England Voluntary Controlled Junior School

About Newport Church of England Voluntary Controlled Junior School Browse Features

Newport Church of England Voluntary Controlled Junior School


Name Newport Church of England Voluntary Controlled Junior School
Ofsted Inspection Rating Good
Inspection Date 25 April 2012
Address Avenue Road, Newport, Shropshire, TF10 7EA
Phone Number 01952386600
Type Primary
Age Range 7-11
Religious Character Church of England
Gender Mixed
Number of Pupils 360 (53% boys 47% girls)
Number of Pupils per Teacher 24.5
Local Authority Telford and Wrekin
Percentage Free School Meals 16%
Percentage English is Not First Language 5%
Persisitent Absence 4.6%
Pupils with SEN Support 11.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

The school is slightly larger than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is below average. The proportion of pupils supported by school action plus or with a statement of special educational needs is average. Most pupils are White British. The school meets the current floor standards, which set the government’s minimum expectations for pupils’ attainment and progress.

Key findings

This is a good school which has improved significantly since the last inspection. Pupils make good academic progress and mature into responsible young people. The school is not outstanding mainly because teaching is not consistently good enough to promote outstanding achievement. Achievement is good. Since the last inspection pupils’ attainment at the end of Year 6 has risen steadily year-on-year and is now significantly above average. All groups of pupils, including disabled pupils and those who have special educational needs, make good progress. However, the progress made by some of the more-able pupils is slightly slower. A few of the pupils who find reading difficult make slower progress in reading than others. This is because the teaching of basic reading skills is not structured sufficiently or implemented regularly and systematically enough. Teaching is mainly good and some is outstanding. In the best lessons, activities have an exceptionally clear learning purpose and are skillfully structured so that all groups of pupils receive sufficient challenge to make outstanding progress. In a few lessons the learning of some pupils, especially the more able, is no better than satisfactory. .Pupils feel safe and well-supported in school. Their very positive attitudes to learning and willingness to support each other help ensure that they are well-prepared for the future. Behaviour is typically good and disruption in lessons is very unusual. Staff training, together with regular and systematic monitoring of pupils’ progress and the quality of teaching, mainly account for the improved pupils’ achievement. Staff performance management and the sharing of good practice are given high priority. Plans for improvement are in place but they do not have measurable outcomes and are not focused sharply enough on improving pupils’ achievement. Pupils’ spiritual, moral and social development is good but their cultural development is not as well developed.