|Ofsted Inspection Rating||Good|
|Inspection Date||13 November 2012|
|Address||Queensway, Banbury, Oxfordshire, OX16 9NF|
|Religious Character||Does not apply|
|Number of Pupils||394 (45% boys 55% girls)|
|Number of Pupils per Teacher||23.3|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||19.5%|
|Pupils with SEN Support||18%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Queensway Primary School is slightly smaller than the average-sized primary school. The majority of pupils come from a White British background. An increasing proportion of pupils enter the school speaking English as an additional language. The proportion of pupils 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 above average, as is the proportion of pupils known to be eligible for the pupil premium (additional government funding for specific groups of pupils). The proportion of pupils joining and leaving the school, other than at the usual times, is higher than in most schools. The school meets the government’s current floor standards, which set the minimum expectation for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress across the school. As a result, attainment in reading, writing and mathematics at the end of Year 6 has been rising and is now at the national average for primary schools. Provision in the Early Years Foundation Stage is well managed which results in good progress. Teaching is usually at least good with some outstanding practice. Pupils feel safe, behave well, and enjoy their learning which is clearly reflected in their above average attendance. The headteacher has been highly effective in leading the changes that have resulted in rapid improvements in teaching and pupils’ achievement since the previous inspection. She is ably supported by senior leaders and the governing body. Pupils enjoy a wide variety of exciting visits, residential stays and visitors to school throughout the year. The school has a proven track record of helping disabled pupils, those with special educational needs and the high number of pupils joining midway through the year, to make the best of their education. It is not yet an outstanding school because : Progress in mathematics is not as rapid as in reading and writing. Pupils in Years 3 and 4 are not always clear about what they need to do to move up to the next level in their work. Sometimes the pace of learning slows because teachers spend too long talking. In a few lessons, particularly in Key Stage 2, activities are not matched closely to pupils’ needs and the pace of learning slows. The way teachers use teaching assistants to support learning is not always effective. Marking is not consistent across the school and not all pupils respond to teachers’ comments about how to improve their work.