St Andrew’s CofE Primary School

About St Andrew’s CofE Primary School Browse Features

St Andrew’s CofE Primary School

Name St Andrew’s CofE Primary School
Ofsted Inspection Rating Good
Address Sand Street, Soham, Ely, CB7 5AA
Phone Number 01353720345
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils 462 (56.5% boys 43.5% girls)
Number of Pupils per Teacher 23.9
Academy Sponsor The Diocese Of Ely Multi-Academy Trust
Local Authority Cambridgeshire
Percentage Free School Meals 12.6%
Percentage English is Not First Language 12.4%
Persistent Absence 3.1%
Pupils with SEN Support 27.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (11 October 2017)
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Information about this school

The school met the government’s floor standards in 2016, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics by the end of Year 6. The school meets requirements on the publication of specified information on its website. St Andrew’s is larger than the average primary school. The proportion of pupils with an education, health and care plan or statement is in line with the national average. The proportion of pupils who are known to be eligible for free school meals is lower than the national average. The majority of pupils are of White British heritage. The headteacher took up his current position in September 2016.

Summary of key findings for parents and pupils

This is a good school Effective leadership by the headteacher has ensured that the school has improved rapidly. He is well supported by the deputy headteacher. Governance is a strength of the school. Governors are committed to and ambitious for the school. Governors provide good support and challenge to leaders because they have a clear strategic view of the school’s strengths and areas for development. The trust checks the work of the school carefully. Trust members have supported leaders and governors effectively in securing improvements. Leaders have rightly focused on improving the quality of teaching, which is now good throughout the school. Teachers have higher expectations of what pupils can achieve and so plan challenging lessons. Additional adults work closely with teachers to ensure that all pupils make good progress in lessons from their starting points. Pupils’ behaviour is typically courteous and respectful. They behave well in lessons and during less-structured times of the day, such as lunchtime. Parents and staff agree that pupils’ behaviour is good. Pupils said that they feel safe in school and the overwhelming majority of parents agree. Safeguarding procedures are effective. The school reinforces the importance of regular attendance. While lower than that seen nationally, attendance for the small number of pupils who have special educational needs and/or disabilities showed a marked improvement in 2017. Outcomes for pupils have improved. In 2017, overall standards rose at the end of Reception and in the phonics screening check. In key stage 1, overall standards in reading and mathematics have also improved. The early years provision is good. Children enjoy coming to school and behave well. By the end of Year 6, pupils’ progress in reading, writing and mathematics has improved. However, teachers do not always give pupils sufficient opportunities to practise writing at length in science and in the foundation subjects. Some middle leaders do not fully understand their roles in the strategic leadership of the school, or make effective contribution to it. Feedback from staff in pupils’ books is not consistently in line with the school’s marking policy.