|Name||Sonning Common Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 December 2013|
|Address||Grove Road, Sonning Common, Reading, Berkshire, RG4 9RJ|
|Religious Character||Does Not Apply|
|Number of Pupils||379 (56% boys 44% girls)|
|Number of Pupils per Teacher||20.2|
|Percentage Free School Meals||6.1%|
|Percentage English is Not First Language||3.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
• This school is larger than most other primary schools. It serves a wide area with some parents and carers choosing to bring their children from nearby towns. • Most pupils are White British. • The proportion of disabled pupils and those with special educational needs who are supported through school action is above average. The proportion who are supported at school action plus or who have statements of special educational needs is also above average. These proportions have increased in the last year or so. The most significant areas of need include moderate learning difficulties, speech and communication difficulties and behavioural, emotional and social difficulties. A small but significant number of pupils have difficulties on the autism spectrum and a few are disabled. • A well below average proportion of pupils are eligible for the pupil premium, which is funding to support children in local authority care, children of service families and those known to be eligible for free school meals. • The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. • Many members of the senior leadership team are new in post since September and three teachers are new to the school since September. • The school runs a breakfast club and an after-school club.
Summary of key findings for parents and pupils
This is a good school. • The achievement of pupils has improved considerably since the previous inspection and pupils now achieve well. By the end of Year 6 attainment is above average and pupils have made good progress in all areas. • Children in the Early Years Foundation Stage achieve well and are prepared well for Year 1. • Teaching over time is good especially in the Reception classes and Years 3 to 6 where it is often outstanding. This is why achievement in these years has improved so strongly. • In many classes the close partnership between teachers and teaching assistants makes a very valuable contribution to the learning taking place. • Leaders and managers, including the governing body, have a clear understanding of the strengths and weakness of the school and use the information well to drive improvement in teaching and pupils’ achievement. • Pupils are polite and courteous and the school is a calm learning environment. Behaviour around the school is good and most pupils have positive attitudes to learning. They say that they feel safe and know how to stay safe. • Very effective use has been made of the grant to improve primary school sport. • The school provides good support for the pupils with high levels of special educational need or disability to keep them included in lessons. It is not yet an outstanding school because: • Achievement in Years 1 and 2 has not improved as rapidly as in other parts of the school and too few pupils attain the higher levels in national assessments. • The quality of teaching in Years 1 and 2 over time has not been as consistently good as it has been in Years 3 to 6. • In Years 1 and 2 the targets set for pupils are not as challenging as in the rest of the school and this slows the pace of learning. • The systems for analysing and presenting data do not easily give a clear picture of how different groups of pupils are achieving compared to all schools nationally.