Potters Green Primary School


Name Potters Green Primary School
Website http://www.pottersgreen.coventry.sch.uk/
Ofsted Inspection Rating Good
Address Ringwood Highway, Coventry, CV2 2GF
Phone Number 02476613670
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 399 (49.4% boys 50.6% girls)
Number of Pupils per Teacher 19.5
Local Authority Coventry
Percentage Free School Meals 27.7%
Percentage English is Not First Language 18.9%
Persisitent Absence 19.8%
Pupils with SEN Support 14.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (04 May 2016)
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Information about this school

Potters Green Primary is larger in size than most primary schools. Since the last inspection the school has appointed 11 new teaching staff. The proportion of disadvantaged pupils supported by the pupil premium (additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority) is higher than the national average. The large majority of pupils are White British. The proportion of pupils whose first language is not believed to be English is lower than the national average. The proportion of pupils who have special educational needs or disability is lower than in most other schools. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school Since the last inspection, the headteacher, deputy and assistant headteacher, working alongside a highly effective improvement consultant, have introduced significant changes which have impacted positively on the quality of teaching. Standards of attainment across the school are rising. In Year 6 in 2015, standards improved greatly on those in 2014 and were above average in writing and broadly average in reading. All groups of pupils make consistently good progress in reading and writing. Pupils’ good progress is due to good teaching. New arrangements to check how well pupils are learning are robust. Teachers use this information effectively to set work based on pupils’ varying needs. Governors know the school well, are aware of the strengths and areas for development and successfully hold the headteacher to account for the progress that pupils make. Children make an excellent start to learning in the early years. Highly effective teaching and support ensure that children make rapid gains in their skills and knowledge from starting points that are typically lower than expected. The provision for pupils’ personal development and welfare is outstanding. Teachers and governors have received the appropriate safeguarding training and arrangements to keep pupils safe in school are highly effective. It is not yet an outstanding school because : Although outcomes in mathematics are improving, the lower- and middle-attaining pupils do not make consistently good progress. Sometimes, teachers do not intervene early enough in lessons to redirect learning when pupils do not fully understand. Pupils do not respond to the marking of their work in mathematics to learn from their mistakes and to improve their work. Opportunities for pupils to use and apply their English and mathematics skills in other subjects of the curriculum are inconsistent across the school.