|Name||Shelton Lower School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 November 2016|
|Address||Lower Shelton Road, Marston Moretaine, Bedford, Beds, Bedfordshire, MK43 0LS|
|Number of Pupils||Unknown|
|Local Authority||Central Bedfordshire|
|Percentage Free School Meals||26.9%|
|Pupils with SEN Support||23.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is smaller than the average primary school. As a consequence, the size of some year groups is very small. The school is federated with Southill Lower School and the headteacher leads both schools. There is one governing body for both schools in the federation. The school has experienced two changes in key stage 2 teachers since its previous inspection. Children in the early years start in the Nursery class and most then move on to a full-time Reception class. Pupils move on to their next school at the end of Year 4. Most pupils are White British and the proportion that speak English as a foreign languages is well below average. The proportion of disadvantaged pupils (those supported by the pupil premium, which is additional funding for pupils known to be eligible for free school meals or who are looked after by the local authority) is below average. The proportion of pupils who have special educational needs and/or disabilities is well below average and currently there are no pupils with a statement of special educational needs or an education, health and care plan. The school meets all requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school This school has improved quickly because staff and governors have worked together effectively to ensure pupils are well taught, very well cared for and make good progress. Leaders know the school’s strengths and have focused their attention effectively on areas that needed improvement, including pupils’ progress and the quality of teaching, particularly in mathematics and writing. Teaching and assessment are good. Activities are challenging and carefully organised to support learning. Consequently, pupils of different ages and abilities make good progress across a wide range of subjects. Provision in the early years is good and children are well prepared for key stage 1. Effective leadership and teaching help the children make good progress and the quality of their writing has firmly improved. Disadvantaged pupils are well supported and make good progress in most subjects, including reading. Pupils’ behaviour and attitudes towards learning are outstanding. They work very hard and demonstrate a consistently high level of commitment in all lessons and activities. Pupils’ personal development is outstanding. All staff, governors and parents help pupils to live by the school’s values. As a result, pupils readily understand the value of learning, caring for others and serving their community well. Pupils’ spiritual, moral, social and cultural development is a significant strength and their effective school parliament builds their commitment to British values, including democracy and the rule of law. Governors are highly effective when offering support and challenge to leaders. They fulfil their leadership role very well and have helped improve the school. In mathematics, pupils including the most able, are sometimes not provided with the most challenging work of which they are capable. As a result, they are prevented from reaching the highest standards of knowledge and skills.