Salford Priors CofE Academy


Name Salford Priors CofE Academy
Website http://www.salfordpriors.covmat.org
Ofsted Inspection Rating Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Address School Road, Salford Priors, Evesham, WR11 8XD
Phone Number 01789772497
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 43 (58.1% boys 41.9% girls)
Number of Pupils per Teacher 0
Academy Sponsor Diocese Of Coventry
Local Authority Warwickshire
Percentage Free School Meals 25.6%
Percentage English is Not First Language 6.7%
Persisitent Absence 17.5%
Pupils with SEN Support 15.6%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (27 September 2016)
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.
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.

Information about this school

The school does not meet requirements on the publication of information about the pupil premium, the sport premium, the curriculum and special educational needs on its website. The school is much smaller than the average-sized primary school. The proportion of pupils eligible for the pupil premium is above average. The school has an above-average proportion of pupils who have special educational needs and/or disabilities. The proportion of pupils entering or leaving part way through the school year is well above average. The number of pupils in the school has fallen considerably over recent years. Since the previous inspection, there has been a high staff turnover and two changes of headteacher. The current interim headteacher joined the school in July 2016. The school meets the government’s current floor standards, which set out the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is an inadequate school Standards have fallen since the previous inspection and leaders and governors have failed to stem the decline. Governance has been weak or non-existent for some time. Leaders and governors have not used additional funding, including the pupil premium, effectively to help pupils who need extra support. Assessment information is not reliable. Consequently, leaders do not know when pupils are falling behind and teachers do not plan activities that are well matched to pupils’ ability. Low expectations and weak teaching over time in key stage 1 and lower key stage 2 has slowed pupils’ progress. Consequently, there are gaps in what pupils understand, know and can do. The teaching of phonics is weak and pupils’ early progress in reading and writing is slow as a result. Pupils who have special educational needs and/or disabilities make slower progress than they should because they do not receive the extra help they need. Too many pupils take too much time off school and the attendance of disadvantaged pupils is particularly low. Some pupils are regularly late for school in the morning. Early years provision is inadequate because of weak teaching, low expectations and inaccurate assessment. Children are not well prepared to start Year 1 when they leave Reception. The school has the following strengths The new interim headteacher, well supported by all members of staff, has quickly begun to tackle the school’s weaknesses. There is early evidence of improvement in several areas, including behaviour and teaching. Teaching is stronger in upper key stage 2 and pupils make better progress in these years as a result. Pupils behave well in lessons and as they move around school. They help and support their peers and they are polite and courteous to adults. The curriculum helps pupils to develop a good understanding of many issues including British values and personal safety. Pupils are happy and feel safe in school.