|Name||Preston Primary School|
|Ofsted Inspection Rating||Good|
|Address||Back Lane, Preston, Hitchin, SG4 7UJ|
|Religious Character||Church of England|
|Number of Pupils||82 (52.4% boys 47.6% girls)|
|Number of Pupils per Teacher||16.3|
|Percentage Free School Meals||1.2%|
|Percentage English is Not First Language||3.4%|
|Pupils with SEN Support||17%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (28 June 2012)
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Information about the school
Preston Primary School is considerably smaller than most schools of its type. The vast majority of the pupils are of White British origin. Others come from different minority ethnic heritages. There is no predominant minority ethnic group and no pupils speak English as an additional language. The proportion of disabled pupils and those who have special educational needs who are supported at school action plus or have a statement of special educational needs is slightly higher than the national average. The proportion of pupils joining or leaving the school at other than the usual starting or finishing times is also slightly higher than average. The proportion of pupils known to be eligible for free school meals is well below the national average for primary schools. The school meets the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress. Major building and landscaping work was completed in December 2011. There have been significant staffing changes during this academic year. The school runs breakfast and after-school clubs during term time.
This is a good school and has the capacity to improve further. It is not outstanding because: pupils are capable of reaching higher standards in writing; initiatives to improve outcomes in mathematics have not been consolidated sufficiently; and assessment information is not always used effectively to set high expectations. Pupils’ achievement is good. Typically, attainment at the end of Year 6 is securely above average in reading and broadly average in writing and mathematics. Progress in mathematics is accelerating but progress in writing is not improving fast enough. This is because pupils do not have sufficient opportunities to write at length or to consolidate their writing skills in different subjects. Pupils’ attendance is well-above average. Most pupils have a positive attitude to learning and behave well. Their understanding of personal safety is good. Good teaching and a willingness to embrace new initiatives, for example in mathematics, ensure that most pupils are making good progress. The vast majority of lessons have a good structure and are well paced. The criteria by which learning can be assessed are shared with pupils. However, teachers do not routinely make explicit their expectations of pupils of different abilities. Consequently, some pupils, particularly the more-able, are not always challenged sufficiently. Marking is informative and consistently offers pupils clear guidance to improve their work. Staff in the Early Years Foundation Stage have yet to make best use of the outdoor area to promote the children’s early literacy and numeracy skills. Effective leadership and management, and an accurate evaluation of the school’s strengths and areas for development, have led to improvements, especially in mathematics, but these are not fully embedded. The recently updated electronic assessment programme is being used with increasing effectiveness to improve the quality of teaching and to raise standards. However, not all staff are confident in using it.