|Name||Redgate Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 October 2017|
|Address||Redgate, Formby, Liverpool, Merseyside, L37 4EW|
|Religious Character||Does not apply|
|Number of Pupils||193 (53% boys 47% girls)|
|Number of Pupils per Teacher||18.9|
|Percentage Free School Meals||15.6%|
|Percentage English is Not First Language||1.6%|
|Pupils with SEN Support||16.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than an average-sized primary school. Currently, the large majority of pupils are from White British families. There are growing numbers of pupils from a range of minority ethnic groups. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of disadvantaged pupils who are eligible for the pupil premium is below average. Only a small number of pupils speak English as an additional language or are in the early stages of learning English. Growing numbers of pupils arrive at the school having started their primary education at other primary schools. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher, governors, senior leaders and middle leaders have worked effectively to improve the school since the previous inspection. Most pupils make good progress in reading, writing and mathematics in key stages 1 and 2. However, not enough pupils achieve at the highest levels at the end of key stage 2. Due to good teaching, pupils make good progress in a range of subjects, including science, art, design technology, languages, history, geography and physical education. Early years provision is good. Children make good progress in writing and mathematics from their starting points. However, some children do not achieve as well as they are capable of in reading, which leads to some underachievement in reading in key stage 1. Teachers use accurate assessment information to plan interesting lessons, which pupils enjoy. Teaching assistants have good subject knowledge and provide effective support. Those pupils who are disadvantaged, those who have special educational needs (SEN) and/or disabilities and those who arrive at the school having attended other primary schools make good progress from their starting points. The development of pupils’ social, moral, spiritual and cultural understanding is strong. As a result, behaviour in lessons and around the school is exceptional. Pupils, parents and carers, and staff are very positive in their views of the school. It is a happy, purposeful and safe place to learn and work. Governors provide effective support and challenge for leaders.