| Name | Ore Village Primary Academy |
| Ofsted Inspection Rating | Good |
| Address | Rye Road, Hastings, TN35 5DB |
| Phone Number | 01424422979 |
| Type | Academy |
| Age Range | 3-11 |
| Religious Character | Does Not Apply |
| Gender | Mixed |
| Number of Pupils | 319 (51.7% boys 48.3% girls) |
| Number of Pupils per Teacher | 21.7 |
| Academy Sponsor | The Kemnal Academies Trust |
| Local Authority | East Sussex |
| Percentage Free School Meals | 47.3% |
| Percentage English is Not First Language | 5.8% |
| Persisitent Absence | 20.8% |
| Pupils with SEN Support | 7.4% |
| Catchment Area Indicator Available | Yes |
| Last Distance Offered Available | No |
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Highlights from Latest Full Inspection (22 May 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school The school is a larger than average-sized primary school. Most pupils are from White British backgrounds. The proportion of pupils supported by the pupil premium is well above average. The proportion of pupils who have SEN and/or disabilities is above average. There is a breakfast and after-school club that is managed by the school. The school met the government’s floor standards in 2017, which are the minimum expectations for standards and progress for pupils in Year 6. Summary of key findings for parents and pupils This is a good school The headteacher and associate headteacher have successfully united the school in an ambitious vision for success. As a result of their good leadership, the school is improving rapidly. Effective leadership in English and mathematics has brought about many improvements in teaching and learning in these subjects. Good teaching enables pupils to make strong and often rapid progress, particularly in reading, writing and mathematics. However, the most able pupils do not always achieve the standards that they are capable of. High aspirations for disadvantaged pupils and those who have special educational needs (SEN) and/or disabilities ensure that these pupils are making good and often rapid progress from their starting points. Additional funding is used well to provide appropriate support to these pupils. Pupils behave well, feel safe in school and are kind and considerate to each other. Staff and pupils say that the school feels like a family, with everyone caring for each other. The carefully designed curriculum successfully stimulates pupils’ learning across a broad range of subjects, and also enhances their spiritual, moral, social and cultural development. The assessment of pupils’ learning is well developed in English and mathematics. Subject leaders are being well supported to sharpen the assessment of pupils’ learning across the wider curriculum to improve pupils’ outcomes in these subjects further. Despite significant improvements, some pupils, particularly disadvantaged pupils and those who have SEN and/or disabilities, do not attend school regularly enough. |
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