|Name||Shiplake Church of England School|
|Ofsted Inspection Rating||Good|
|Address||Memorial Avenue, Shiplake, Henley-on-Thames, RG9 4DN|
|Religious Character||Church of England|
|Number of Pupils||148 (42.6% boys 57.4% girls)|
|Number of Pupils per Teacher||17.7|
|Percentage Free School Meals||2%|
|Percentage English is Not First Language||4.2%|
|Pupils with SEN Support||6.5%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 September 2011)
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Information about the school
Shiplake Church of England Primary is similar in size to the average primary school. Most pupils are of White British heritage, with fewer than average coming from ethnic minority backgrounds. None is at the early stages of learning English. The percentage of pupils identified as having special educational needs and/or disabilities is low. However, the proportion of pupils with a statement of special educational needs is similar to the national average. The proportion of pupils known to be eligible for free school meals is considerably lower than the national average for primary schools. Fewer pupils than average join or leave the school at other than the usual starting and finishing times. The school holds National Healthy School status. The headteacher was appointed in January 2010.
This is a good school. It meets the needs of its pupils and serves the community well. Pupils enjoy school. Their attendance rate is consistently high. Parents and carers are very supportive of the school. They are happy with their children?s experience and the way the school is developing since the appointment of the headteacher. One wrote ?Shiplake Primary is a very well-managed, caring school which our children love. They are growing academically and as individuals with a lovely sense of community. Others made similar comments. Children settle quickly in the Reception class and make good progress. Their progress by the end of Year 6 is also good. However, the rate varies as they move through the school. That is because of inconsistencies in the quality of teaching. Pupils? attainment by the end of Year 6 in reading, writing and mathematics is above average. There is the potential for pupils to reach higher standards in writing and in mathematics. Most teachers? expectations are high and lessons are well planned. The pace in the large majority of lessons is brisk and pupils work with sustained concentration. In lessons, pupils behave well and are responsive to their teachers. Teachers share the purpose of the lesson with the pupils consistently and they are clear about how to set about set tasks. However, the introduction to some lessons is over-long and pupils spend too much time sitting on the carpet. Assessment procedures are in place, but are not used consistently in all classes to match the work closely to the needs and abilities of all groups of pupils. Nevertheless, the recent changes to assessment procedures, particularly in writing, are leading to more accurate assessments and greater challenge for the pupils. Equivalent procedures in mathematics and other subjects are not as robust. Marking is generally informative and provides the pupils with appropriate guidance to reach their targets. The curriculum supports pupils? academic and personal development well, including their understanding of their own culture and of those not represented within the immediate community. It is enriched by numerous clubs, visits and visitors to the school. Pastoral care is a strength of the school. Relationships between staff and pupils are good. Staff ensure that pupils are looked after well and are kept safe. The senior leadership team and the governing body provide effective leadership and a clear sense of direction. Self evaluation is good. A detailed analysis of pupils? outcomes has been used purposefully to identify the school?s strengths and weaknesses. The appropriate priorities to enhance provision and improve outcomes are identified in the detailed school development plan. Middle managers and subject leaders are developing their roles well. They have yet to contribute fully to the leadership of the school by consolidating their skills in analysing assessment data and in evaluating the impact of teaching on pupils? learning. Under the leadership of the recently appointed headteacher, the school has successfully continued to improve. The capacity to sustain improvement is good.