|Name||Over Primary School|
|Ofsted Inspection Rating||Good|
|Address||Long Furlong, Over, Cambridge, CB24 5PG|
|Religious Character||Does Not Apply|
|Number of Pupils||229 (48% boys 52% girls)|
|Number of Pupils per Teacher||24.7|
|Percentage Free School Meals||8.7%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||4%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (20 March 2013)
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Information about this school
The school is above average in size for a primary school, and the number on roll has increased recently. The large majority of pupils are White British, with a few from a range of other ethnic heritages. Hardly any pupils speak English as an additional language. The proportion of pupils eligible for funding from the pupil premium is lower than in most schools. (This is extra funding provided for pupils who are known to be eligible for free school meals, who are looked after by the local authority, or who come from armed-forces families.) The proportion of disabled pupils and those with special educational needs who are supported at school action is average. The proportion supported at school action plus, or who have statements of special educational needs, is low. The school meets current government floor targets, which are minimum expectations set for pupils’ attainment and progress. A new headteacher was appointed in September 2012. There have been large a number of other new staff appointed recently, partly because the increase in the school roll and the formation of two extra classes.
Summary of key findings for parents and pupils
This is a good school. Good leadership and strong teamwork from all staff have ensured that teaching is good across the school, despite many recent changes in staffing. Achievement is good throughout the school and all groups of pupils make good progress, regardless of their ability or background. Teachers are very successful in engaging pupils’ interest and fully involving them in lessons, particularly by giving them excellent opportunities to discuss their ideas together. In many lessons, there is a fast pace to learning, teachers keep a careful eye on everyone’s progress, and give different pupils work at just the right level for them. In most lessons, teachers explain things clearly to pupils, often demonstrating to them just what they are required to do. The marking of pupils’ written work is good. Pupils behave well and feel safe in school. They have excellent relationships with each other and with staff, and develop outstanding collaborative skills which contribute strongly to their learning. Pupils greatly enjoy learning and the social aspects of school, and this is reflected in their high rates of attendance. The provision for pupils’ spiritual, moral, social and cultural development is good. It is not yet an outstanding school because : There are inconsistencies in teaching, so that progress in most lessons is good rather than outstanding. Elements of teaching which are strong in many lessons are not always present in a minority. The outdoor facilities for the Reception classes are limited. Although staff make good use of what is available, the youngest children do not have enough chances to decide when to play and learn outside.