Poplars Community Primary School

About Poplars Community Primary School Browse Features

Poplars Community Primary School


Name Poplars Community Primary School
Website http://www.poplars.suffolk.sch.uk
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 24 June 2014
Address St Margaret’s Road, Lowestoft, Suffolk, NR32 4HN
Phone Number 01502565757
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 485 (48% boys 52% girls)
Number of Pupils per Teacher 17.8
Academy Sponsor Evolution Academy Trust
Local Authority Suffolk
Percentage Free School Meals 48.6%
Percentage English is Not First Language 6.2%
Persisitent Absence 15.4%
Pupils with SEN Support 21.2%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Poplars Community Primary School is larger than the average primary school. The Early Years Foundation Stage provision includes a nursery that caters for three to four year-olds each morning and afternoon. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is well above average. The proportion of pupils known to be eligible for the pupil premium is well above average. This is additional funding allocated by the government to support pupils looked after by the local authority and those known to be eligible for free school meals. The great majority of pupils are from White British backgrounds. The school meets the government’s current floor standards, which set the minimum expectations for the attainment and progress of pupils by the end of Year 6. A very small number of pupils receive some of their education through other settings, attending the Harbour referral unit or First Base referral unit for two days each week.

Summary of key findings for parents and pupils

This is a good school. Almost all pupils make good progress, because they are happy, work hard and are well taught. Pupils of all ages and abilities achieve well in reading and mathematics, and very well in writing. Pupils with disabilities and those who have special educational needs make good progress because the support they are given is well planned and their progress is tracked carefully. Children in the Early Years Foundation Stage enjoy a good range of opportunities to develop their speaking and listening well. Pupils’ behaviour is good. They are polite and show very positive attitudes to learning. Pupils concentrate well on tasks and help each other willingly. They say that they feel safe and enjoy being at school. Teaching is good and improving strongly because all leaders and managers have high expectations and track the impact of teaching well. Teachers use their good subject knowledge effectively to plan activities that interest and challenge pupils. The headteacher and senior leaders provide strong and effective leadership. They check the progress pupils make regularly, and make sure any extra support needed is put in place quickly. They have a clear view of how to develop an outstanding school experience for pupils in the future. Governors are experienced and well trained, offering good support and challenge to school leaders. They have a keen awareness of how school funds should be spent to provide the best benefit for pupils. It is not yet an outstanding school because : A small minority of pupils make less progress than they could because they do not attend school regularly enough. Teachers do not always move pupils on to more demanding work quickly enough. The guidance teachers give to pupils on improving spelling and presentation is not consistently clear enough.