|Name||Packington Church of England Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 February 2019|
|Address||Mill Street, Packington, Ashby-de-la-Zouch, Leicestershire, LE65 1WL|
|Religious Character||Church of England|
|Number of Pupils||114 (50% boys 50% girls)|
|Number of Pupils per Teacher||21.1|
|Percentage Free School Meals||2.6%|
|Percentage English is Not First Language||1.8%|
|Pupils with SEN Support||15.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Packington Church of England Primary School is smaller than the average-sized primary school. The proportion of disadvantaged pupils is below the national average. The proportions of pupils from minority ethnic backgrounds and of pupils who speak English as an additional language are below those seen nationally. The proportion of pupils with SEND is below the national average. Pupils who attend the school have the opportunity to attend a privately run breakfast club on the school premises. The school is part of the Ashby Assessment Group. The school accesses support and training for staff through its membership of the Forest Way Teaching School Alliance and Unity Learning Partnership. The school receives minimal support from the local authority. The school’s most recent section 48 inspection took place on 27 November 2014.
Summary of key findings for parents and pupils
This is a good school Leadership of the school is strong. Leaders are ambitious and determined for all pupils to achieve to the best of their potential. Pupils are encouraged to be aspirational through the school’s curriculum and the variety of enrichment activities provided. Children in Reception Year make a good start to their school lives. They are nurtured, and the range of stimulating activities supports their learning in different areas of the curriculum. The governing body has a good understanding of the work of the school. Governors are knowledgeable and provide good challenge and support to the headteacher. Pupils feel safe and cared for well. Leaders promote well pupils’ personal, spiritual, moral, social and cultural development. Relationships between adults and pupils are good. Pupils cooperate with each other and are polite. Their behaviour is good. The large majority listen carefully to adults and are eager to do well. The large majority of parents and carers are very positive about the school’s work. They are proud that their child attends the school. The quality of teaching and learning is good. Teachers and teaching assistants teach pupils good strategies for learning and for later life. Provision for pupils with special educational needs and/or disabilities (SEND) is good. Pupils receive support that enables them to make good progress. Leaders ensure that additional funding provided is used effectively, including to support the needs of disadvantaged pupils. Over time, pupils’ outcomes across the school have been consistently good. Pupils are well prepared for secondary school. The teaching of mathematics has improved as a result of new teaching strategies. However, teachers do not sufficiently develop pupils’ reasoning skills to help them to have a more thorough understanding. Occasionally, teachers are too slow to deal with pupils’ misconceptions in their learning. For some pupils, this hinders their progress. Teachers do not consistently set high expectations for pupils’ handwriting and the presentation of their work in different subjects.