|Name||Salterlee Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 September 2018|
|Address||Kell Lane, Shibden, Halifax, West Yorkshire, HX3 7AY|
|Number of Pupils||99 (48% boys 52% girls)|
|Number of Pupils per Teacher||19.8|
|Academy Sponsor||Salterlee Academy Trust Limited|
|Percentage Free School Meals||6.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||14.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Salterlee Primary School is a smaller than average-sized primary school. The vast majority of pupils are of White British heritage and very few pupils speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of disadvantaged pupils is below the national average. The school runs a breakfast club and provides after-school childcare for its pupils.
Summary of key findings for parents and pupils
This is a good school Leaders, including governors, are accurate in their evaluations of the school’s performance. They identify appropriate priorities for improvement and have a track record of tackling these successfully. Leaders have fostered a strong sense of community within the school. As a result, trusting relationships exist between staff, pupils and their families. Through staff professional development, leaders have ensured that the quality of teaching, learning and assessment is good. Overall, all groups of pupils make good progress across the range of subjects. The teaching of phonics is effective in equipping pupils with early reading skills. Teachers provide a wide range of educational experiences, including educational visits and visitors into the school. These fruitful experiences broaden pupils’ horizons and contribute to their love of learning. In 2018, outcomes for pupils at the end of key stage 2 improved in comparison with those in 2016 and 2017. Consequently, the proportion of pupils reaching and exceeding the expected standard was above average in all subjects at the end of key stages 1 and 2. Senior and middle leaders are able to demonstrate the positive difference they have made to the quality of teaching in key areas. Improvement plans are not always focused precisely on pupils’ progress. As a result, leaders cannot be sure that they are having maximum impact on pupils’ outcomes. Governors are confident in challenging the headteacher. However, lack of precision around measurable steps within the school improvement plans hampers their full effectiveness. Children in the early years settle quickly into school routines and become confident learners. They benefit from effective teaching which is matched to their needs. Consequently, they make good progress. Pupils across school express a love of reading. Leaders nurture this passion effectively, ensuring that pupils have a wide-ranging ‘diet’ of reading materials, which sits alongside the effective teaching of reading skills. Most pupils attend school regularly. However, a small number of pupils did not attend regularly last year and this has resulted in attendance being below average.