|Name||Prince Bishops Community Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||13 June 2011|
|Address||Gibson Street, Coundon Grange, Bishop Auckland, County Durham, DL14 8DY|
|Religious Character||Does not apply|
|Number of Pupils||226 (52% boys 48% girls)|
|Number of Pupils per Teacher||21.3|
|Local Authority||County Durham|
|Percentage Free School Meals||40%|
|Percentage English is Not First Language||0.9%|
|Pupils with SEN Support||22.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is a smaller than average-sized primary school in which the proportion of pupils known to be eligible for free school meals is considerably higher than the national average. Most pupils are White British with 10% of pupils being from Gypsy/Roma and Traveller heritage. The proportion of pupils with special educational needs and/or disabilities is well above average and in some year groups the proportion is over 50%.There are nine pupils in the school registered as Looked-After Children. The school holds a number of awards including: Investors in Children, Rights Respecting School and Activemark. It holds Anti-Bullying accreditation, has Healthy School status and is a Young Enterprise Registered Centre.
In this outstanding school, pupils thrive academically and socially. The exceptional leadership of the headteacher provides very clear direction for the school as she ensures her vision for the good of all pupils is shared by staff, parents, carers and the governing body. Inclusion is central to the school’s ethos as is the quality of care, guidance and support of pupils. These features are outstanding, and result in an atmosphere of mutual respect and social responsibility. Parents and carers are highly-supportive of the school and comments on their questionnaires include, ’Nothing is too much trouble’ and ’communication between teachers and parents is fantastic!’ Staff morale is high and pupils are happy, motivated and successful. From significantly low starting points pupils make outstanding progress in the core skills of reading, writing and mathematics because of excellent teaching and a rich, exciting curriculum. Work in lessons is challenging and engaging with pupils highly-motivated to achieve. Teachers successfully use every opportunity to expand pupils’ experiences, promoting core skills in all subjects to give purpose and meaning to learning. Pupils’ outstanding progress in Key Stage 2 builds on the good or better progress evident in the Early Years Foundation Stage and in Key Stage 1. Pupils with special educational needs and/or disabilities and those of Gypsy/Roma or Traveller heritage are supported very well and also make outstanding progress. Pupils’ spiritual, moral, social and cultural development is outstanding. They develop independence as they accept responsibility for their work and undertake roles about the school. They demonstrate excellent social skills and seek to help each other, mirroring the exceptional role models from staff. The support for pupils with special educational needs and/or disabilities and for those, whose circumstances make them potentially vulnerable, is especially effective. The school makes highly-effective use of a range of partnerships to benefit pupils’ learning and well-being. As a result pupils all have equally excellent access to learning opportunities. The school places a high priority on improving pupils’ attendance and has established extremely strong partnerships with support agencies and the local community. Links with the immediate community are extremely strong and the school works closely with Traveller and Gypsy/Roma families to reduce the impact of travelling upon attendance. However, although the school’s strategies have been highly successful in ensuring most pupils attend regularly a small minority still does not. The school builds successfully upon its strengths, rapidly identifying and actioning developments to tackle any relative shortcomings. Good examples are the development of the outside provision in the Early Years Foundation Stage which has greatly improved learning opportunities for children, successful strategies to improve behaviour and a parents’ forum that effectively extends the links with parents and carers and ensures high levels of communication with them. The school has outstanding capacity to sustain further improvement.