Sonning Church of England Primary School

About Sonning Church of England Primary School Browse Features

Sonning Church of England Primary School


Name Sonning Church of England Primary School
Website http://www.sonning.wokingham.sch.uk/
Ofsted Inspection Rating Good
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 Liguge Way, Sonning, Reading, RG4 6XF
Phone Number 01189693399
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 209 (54.5% boys 45.5% girls)
Number of Pupils per Teacher 20.0
Academy Sponsor The Keys Academy Trust
Local Authority Wokingham
Percentage Free School Meals 1%
Percentage English is Not First Language 5.3%
Persistent Absence 5%
Pupils with SEN Support 7.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (17 May 2011)
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 the school

Sonning Church of England Primary is smaller than the average for a primary school. Most pupils are of White British heritage. A very small proportion of pupils are from other ethnic backgrounds, but none is at the early stages of learning English. The proportion of pupils known to be eligible for free school meals is well below average. The proportion with special educational needs and/or disabilities is below average. Most of these pupils have behavioural or social difficulties and others have speech and communication problems. The school has Healthy Schools status. Privately managed breakfast and after-school clubs operate on the school site.

Main findings

Pupils enjoy coming to this good school. They behave well and derive great benefit from the welcoming and supportive learning environment, underpinned by the school’s outstanding success in engaging with parents and carers. Pupils’ enthusiasm for school is seen in their high levels of attendance. They feel extremely safe and secure within the family atmosphere. The vast majority of parents and carers who replied to the inspection questionnaire, or who met with the inspectors, expressed a high level of satisfaction with the school and their children’s experience. One, capturing the views of many, said, ’We are really delighted with the school and our children’s development.’ An outstanding Early Years Foundation Stage enables children to make an excellent start to school. Due to careful early assessments, children begin to make good progress immediately. This good progress continues as pupils whatever their ability or background move through the school, and attainment at the end of Year 6 is above average in reading, writing and mathematics. This is confirmed both by first-class school tracking information and the work inspectors observed across the school. Pupils are very well aware of how to evaluate their success in learning. The extremely effective use of assessment information to identify where additional teaching will be most beneficial makes a significant contribution to pupils’ good achievement. One particularly notable aspect of the school’s outstanding care for pupils is the very effective support provided for those who may be vulnerable due to their circumstances; this ensures that they keep up with classmates. Because much has been done to improve the quality of teaching and learning, most teaching is good and some is outstanding. However, the quality is not consistent throughout the school. There is more still to do to ensure that the more able pupils are provided with opportunities to work independently on activities that challenge them consistently. Teaching assistants are well qualified and experienced, and play a strong role in supporting individuals and groups, although their expertise is not always used to the best effect during lesson introductions and summaries. Since the last inspection, the headteacher, with the strong support of all staff, the governing body and others with leadership responsibilities, has steered the school highly effectively. The strategies for tackling the school’s improvement priorities have been very successful and the school’s effectiveness in important areas has improved since the last inspection. The school’s view of itself is highly accurate and its record of raising achievement shows it is in an excellent position to build on its strengths, and indicates an outstanding capacity to improve further.