Scholes Village Primary School

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About Scholes Village Primary School


Name Scholes Village Primary School
Website http://scholespri.kgfl.dbprimary.com
Inspections
Ofsted Inspections
Address Old Popplewell Lane, Scholes, Cleckheaton, BD19 6DN
Phone Number 01274679541
Type Primary
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 239 (50.2% boys 49.8% girls)
Number of Pupils per Teacher 17.8
Local Authority Kirklees
Percentage Free School Meals 24.80%
Percentage English is Not First Language 3.2%
Persistent Absence 8.1%
Pupils with SEN Support 12.1%
Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Leadership and management are good. The headteacher and governors have responded positively to the dip in standards following the local re-organisation of the school, and significant changes in staffing since the previous inspection.

The school is improving. Expectations about the quality of teaching and pupils' achievements, by all staff, are now high again. As a consequence, teaching is consistently good.

Pupils now make good progress in all years and achieve well across the school. Pupils start school with skills below those typical for their age. By the end of Key Stage 1, their attainment is securely average.

Standards at t...he end of Key Stage 2 are rising quickly, and are now above average overall, particularly in reading and mathematics for many pupils. The early year's provision is good. Outdoors and indoors, children play cooperatively and learn well.

Teaching is good because most lessons are interesting, and motivate pupils to think for themselves. Pupil premium funding is used increasingly well to promote the achievement of disadvantaged pupils. Disabled pupils and those who have special educational needs achieve well.

Adults understand individual pupils' needs and provide timely support. Rising numbers of the most able pupils attain the highest National Curriculum levels in reading, writing and mathematics by the end of Year 6. Pupils behave well.

They enjoy their lessons and the many extra-curricular activities and visits. Pupils' spiritual, moral, social and cultural development is good. All of the planned experiences and activities promote a good understanding of British values and the importance of respect for others.

Arrangements to keep pupils safe and secure are good. Pupils know about how to keep themselves and others safe. Governors are well informed about the school's work, and understand how well it is doing.

The training that they have undertaken recently has equipped them well to hold school leaders to account. It is not yet an outstanding school because : A minority of pupils do not make the rapid progress needed in writing to reach consistently above average standards by the end of Year 6. The progress that pupils make in lessons is not always checked carefully by teachers.

Activities are sometimes not adapted to meet pupils' changing needs, especially for pupils of average ability. On occasions, a small minority of pupils are not stretched fully to give of their best. Not all respond fully to teachers' comments about how to improve their work.

Not all leaders pay enough attention to the understanding and skills that different groups of pupils develop in lessons, and in their work, when judging the effectiveness of teaching.

Information about this school

This is a smaller than average-sized primary school. Almost all pupils are White British.

A very small minority are from other ethnic backgrounds. The proportion of disadvantaged pupils who are supported through the pupil premium is above the national average. (The pupil premium is additional government funding that schools receive to support those known to be eligible for free school meals and those looked after by the local authority.

) The proportion of disabled pupils and those who have special educational needs is average. Part-time Nursery and full-time Reception provision is made in the early years. In 2014, the school met the government's current floor standards, which are the minimum expectation for pupils' attainment and progress by the end of Year 6 in reading, writing and mathematics.

In 2012, the school became a single-form entry primary school as a result of the local authority's re-organisation of schools. As a consequence, there have been significant changes in staffing and governors since the previous inspection. The school receives support from the 'Ten Primaries,' an informal partnership of local schools.