|Name||Nythe 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||28 September 2016|
|Address||Nyland Road, Nythe, Swindon, Wiltshire, SN3 3RR|
|Religious Character||Does not apply|
|Number of Pupils||172 (56% boys 44% girls)|
|Number of Pupils per Teacher||20.5|
|Academy Sponsor||Excalibur Academies Trust|
|Percentage Free School Meals||14.0%|
|Percentage English is Not First Language||9.9%|
|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 meets requirements on the publication of specified information on its website. The headteacher has been in post since September 2015. The headteacher of Goddard Park Community Primary Academy works with the headteacher of Nythe Primary School to support improvements in teaching and learning as part of a working collaborative agreement. This school is smaller than the average-sized primary school. The proportion of children for whom the school receives the pupil premium is broadly in line with the national average. The proportion of pupils who have special educational needs and/or disabilities with education, health and care plans or statements of special educational needs is slightly above the national average. Children in the early years are taught in one class on a full-time basis. The early years specialist is seconded from Goddard Park Community Primary Academy on a part-time basis, as part of the joint schools’ collaboration. The school runs a breakfast club and a range of after-school clubs which were evaluated as part of the inspection. Nearly all pupils are of White British heritage. There are fewer pupils from minority ethnic groups or who speak English as an additional language than the national average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ outcomes in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher’s focus and drive have brought about significant improvements in the school since the last inspection. Good standards of teaching and learning are in place. Leaders with specific responsibilities have a good understanding of the school’s strengths and weaknesses. They share a determination to promote rapid improvements. Teachers plan activities which motivate all pupils and give them opportunities to extend their learning. They have good subject knowledge, particularly in mathematics and English. The 2016 pupil outcomes in key stages 1 and 2 assessments for reading, writing and mathematics are higher than average. Teachers mark pupils’ work regularly and give them valuable advice on how to improve, which has led to significant improvements in pupils’ learning. Disadvantaged pupils make good progress. The difference in outcomes between them and other pupils in the school has diminished. Pupils who have special educational needs and/or disabilities are supported very well. Teachers and teaching assistants give them dedicated help, with the result that they make good progress. Governors are committed to improving the school further. They ensure that all aspects for keeping pupils safe are of the highest standard. Pupils behave well and take pride in their school. They embrace the values that they are taught and treat each other with respect. Pupils are happy in school. Their personal development, behaviour and welfare are good. The spiritual, moral, social and cultural curriculum is promoted well. Children in the early years are taught well. Staff use accurate assessments to group pupils according to their learning needs and plan targeted activities so that all pupils make good progress. Parents express strong support for the school. They believe that their children are well cared for and that their individual needs are met well.