St Andrew’s Church of England Voluntary Controlled Primary School, Marks Tey

About St Andrew’s Church of England Voluntary Controlled Primary School, Marks Tey Browse Features

St Andrew’s Church of England Voluntary Controlled Primary School, Marks Tey


Name St Andrew’s Church of England Voluntary Controlled Primary School, Marks Tey
Website http://www.st-andrewscofe.essex.sch.uk
Ofsted Inspection Rating Good
Inspection Date 18 October 2011
Address Mandeville Road, Marks Tey, Colchester, CO6 1HL
Phone Number 01206210638
Type Primary
Age Range 5-11
Religious Character Church of England
Gender Mixed
Number of Pupils 166 (49% boys 51% girls)
Number of Pupils per Teacher 21.1
Local Authority Essex
Percentage Free School Meals 4.8%
Percentage English is Not First Language 4.7%
Persisitent Absence 3.8%
Pupils with SEN Support 10.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No
Highlights from Latest Inspection:

Information about the school

This is a smaller-than-average primary school with Early Years Foundation Stage provision for children in one Reception class. The proportion of pupils from minority ethnic heritages is below average. The proportion of pupils with special educational needs and/or disabilities is below average. Most of these pupils have speech, language and communication needs, or moderate learning difficulties. Almost none of the pupils speak English as an additional language. The proportion of pupils known to be eligible for free school meals is below average. There have been a number of staff changes over recent years. The school has achieved several nationally recognised awards including Healthy School Award and the Activemark for physical education.

Main findings

St Andrew’s Church of England Primary provides a good quality of education and serves its community well. Accurate self-evaluation has enabled the school to identify key priorities and actions that have enhanced the quality of its work. Leaders, staff and members of the governing body have worked effectively since the last inspection to secure improvements, for example, to the consistency of teaching and assessment systems. Enhancements to the curriculum, such as the development of topic themes that enable pupils to practise their literacy skills across a very wide range of subjects, are helping to raise pupils’ attainment. Children get off to a good start in the Early Years Foundation Stage. Opportunities for children to spend time at the school during the summer term before they start and well-established classroom routines ensure they settle quickly and are happy. The use of the outdoor spaces in the Reception class has been improved and children enjoy regular opportunities to develop their learning outside. Pupils make good progress through the rest of the school. Although average overall, attainment in English and mathematics by the end of Year 6 is rising. In recent assessments, for example, the majority of pupils in Year 6 reached the highest levels in English and mathematics. Together with the school’s success in promoting consistently high attendance and maintaining good behaviour, these strengths show the school’s good capacity for sustained improvement. Teachers track how well pupils make progress and quickly identify those who need additional support. Teachers’ planning uses assessment information well to match work in lessons to pupils’ learning needs. Extra help, tailored to pupils’ specific needs, ensures all groups of pupils, including pupils with special educational needs and/or disabilities, and more able pupils, make good progress. Occasionally, the pace of learning is not as consistently brisk when pupils spend too long listening to the teacher. Although marking in pupils’ books sometimes makes clear what pupils should do to improve their work, in a small minority of classes, teachers’ comments and feedback are less detailed. Some pupils know their individualised targets for improvement in literacy and numeracy, but this is not consistently the case. Pupils are motivated to do well because they enjoy the wide variety of activities that the school organises. Relationships are warm and positive. The small number of pupils who join the school part way through their primary education make friends and settle quickly because : other pupils ensure that they feel welcomed at the school. Pupils’ personal and social skills are well promoted. Their awareness of issues related to staying healthy and keeping safe is good. Pupils make a good contribution to the community. For example, playground buddies organise games for other pupils during break-time and pupils in Year 6 recently hosted a harvest tea party for local elderly residents.