|Name||Queensgate Foundation Primary|
|Ofsted Inspection Rating||Good|
|Address||Beatrice Avenue, East Cowes, PO32 6PA|
|Number of Pupils||410 (55.9% boys 44.1% girls)|
|Number of Pupils per Teacher||22.2|
|Local Authority||Isle of Wight|
|Percentage Free School Meals||28.8%|
|Percentage English is Not First Language||1%|
|Pupils with SEN Support||26%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (11 July 2012)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about the school
Pupils in this larger-than-average primary school come from a predominantly White British background. The proportion of pupils with a statement of special educational needs is average and the proportion supported by school action plus is above average. The main group consists of pupils with speech and language difficulties. The proportion of pupils known to be eligible for free school meals is well above average. The school has been nationally recognised through the Bronze Kitemark award relating to the quality of competitive sport. Following school reorganisation on the island, the school was established in September 2010 and operated initially on two sites. It moved to its current site in February 2012. This year it has its first Year 6 class. Consequently, there is no published data to compare against the government’s minimum expectations for pupils’ attainment and progress at the end of Year 6. The school runs a breakfast club which was visited as part of this inspection.
This is a good school. It is not yet outstanding because there are inconsistencies in the quality of teaching. Also, there are elements of leadership and management that require further development. Pupils’ achievement is good, and this includes those few pupils from minority ethnic backgrounds. From sometimes below expected starting points in communication skills, pupils make good progress in their reading. Teaching is good. Valuable feedback from senior leaders’ use of a range of monitoring strategies, including lesson observations, has increased the proportion of good lessons. Some inconsistencies remain, especially around marking, and planning work for pupils of different ability. Teachers’ expectations of the presentation of pupils’ work are of an inconsistent standard. Behaviour and safety are good as are pupils’ attitudes to learning. Pupils say they feel safe and enjoy their learning. One pupil echoed others’ opinions when saying that ‘Lessons are fun.’ Good leadership and management have helped to ensure a smooth beginning for the school. One parent or carer wrote, ‘The school has brought together two very different communities very successfully.’ Very quickly a leadership team has been developed with responsibilities identified clearly and levels of accountability raised. The very experienced headteacher has overseen the improving profile of teaching, and has embedded monitoring and accurate self-assessment. In subjects other than English and mathematics the monitoring of pupils’ achievement by subject and phase leaders is less well developed. Additionally, some of the phase and subject leaders’ action plans insufficiently use measurable success criteria or show how their subject supports the priorities of the whole-school development plan. Governors, some of whom were involved in the original bid for school status, conduct regular monitoring of the school and effectively carry out their role.