Spon Gate Primary School

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About Spon Gate Primary School

Name Spon Gate Primary School
Website http://www.spongate-coventry.org.uk
Ofsted Inspections
Headteacher Mr Jamie Wingrove
Address Upper Spon Street, Coventry, CV1 3BQ
Phone Number 02476226031
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 270
Local Authority Coventry
Highlights from Latest Inspection

What is it like to attend this school?

Pupils love this school.

So do their parents and teachers. Pupils are enthusiastic, polite and welcoming. They care about each other and value their learning.

They know staff work hard to help them. As one pupil said, 'They work very hard for us so we should do the same for them.'

The school serves a very diverse and ever-changing community.

Leaders want all pupils to do well and improve their opportunities to succeed in life. Leaders have high expectations of learning and behaviour. Pupils respond well to these.

Leaders ensure that all pupils join in with the life of the school, including pupils with special educational needs and/or disabi...lities (SEND). Every pupil has a chance to join an after-school club or enrichment activity.

Behaviour within lessons and around school is very positive.

Pupils who find it harder to manage their behaviour receive sensitive, effective support. Pupils understand that it is important to be kind and helpful. Pupils know and understand the school's values and 'Golden Rules'.

Pupils know what bullying is and how it differs from 'falling out'. Staff deal with any incidents quickly and this helps pupils feel safe.

What does the school do well and what does it need to do better?

Leaders have planned an ambitious curriculum which meets pupils' needs.

It provides pupils with the skills and knowledge they need to be successful and to broaden their horizons. Children joining the school in Nursery or Reception, or further up the school, often have very low starting points and complex needs. Pupils' progress during their time at the school is clear to see in their learning through the curriculum, their positive attitudes to learning and their aspirations for the future.

Pupils enjoy a wide range of trips and extra-curricular activities. The 'Spon Gate University' encourages all pupils to make choices and vote on activities that they will study over a period of six weeks. For instance, pupils can study photography, cooking, jewellery making, sewing and scrapbooking.

Pupils undertake research, practical activities and evaluate their end results. They describe their successes with pride.

The introduction of a new scheme to teach phonics and early reading is having a positive impact.

Leaders ensured that all staff received high-quality training and they purchased extensive resources which staff use well. Pupils who find reading more difficult, or who are new to school, receive effective daily support. Staff regularly make assessments of pupils' progress.

These changes are resulting in pupils developing their phonics skills well.

Staff promote a love of reading. Leaders plan rich and varied opportunities for pupils to read and listen to high-quality texts.

Pupils enjoy this and are becoming more confident in expressing their understanding of texts, especially in discussion. However, leaders have identified that they need to provide more opportunities for pupils to explain their understanding in written responses with greater skill.

Leaders have produced a detailed curriculum for all subjects, which helps teachers to teach well.

Daily recaps and activities help staff to identify gaps in pupils' learning. Curriculum information shows assessment opportunities. However, for some subjects, leaders do not identify or use end of unit assessment opportunities well enough to help them to know what pupils can do well and what they need to learn next.

Children in the early years are happy at school. Leaders have thought carefully about the curriculum they offer. The environment, particularly outside, is well resourced and attractive.

It helps children to learn.

Leaders and staff quickly identify the needs of pupils with SEND. They make sound assessments and give helpful support to pupils and parents.

As a result, pupils with SEND experience success.

Pupils are taught about other religions and cultures. Leaders give pupils responsibilities, for example becoming librarians, play partners and school councillors.

Pupils fill in job applications and have an interview. This helps them learn about the world of work.

Pupils join the school from a diverse range of backgrounds, with many home languages.

Pupils move in and out of the school across the year. Leaders deal with this sensitively and with great skill. They spend time and funding to ensure that new arrivals settle quickly and happily, and swiftly start learning.

Relationships with parents are very good. Parents feel that leaders and staff are supportive. They value the information they receive about how well their children are learning.

Everyone makes new pupils and their families very welcome.

Staff are very happy and proud to be part of the school. Staff in the early stages of their career feel well supported.

Governors are passionate about the school. They take every opportunity to visit the school and meet pupils and parents.


The arrangements for safeguarding are effective.

Leaders' knowledge of their pupils and families is extensive. They know the community and circumstances in which their pupils live and the issues this may cause. Staff are well trained and very alert to any signs that may indicate a cause for concern.

Leaders act on any concerns quickly. As a result, pupils are safe and feel safe.

Leaders plan a rich, vibrant curriculum that teaches pupils how to be safe in all aspects of life.

Pupils have an excellent understanding of how to keep safe online.

Governors take their responsibilities seriously. All staff are subject to thorough pre-appointment checks.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders do not currently use opportunities for assessment at the end of a unit of work in the foundation subjects effectively. This means they cannot be sure how well pupils have learned the intended curriculum, or plan the next steps based on a secure knowledge of pupils' starting points. Leaders should ensure that they check what pupils know and understand at the end of units of work consistently and effectively, so that they know how well pupils are learning and what the next steps should be.

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