|Name||St George’s Beneficial Church of England (Voluntary Controlled) Primary School|
|Ofsted Inspection Rating||Good|
|Address||Hanover Street, Portsea, Portsmouth, PO1 3BN|
|Religious Character||Church of England|
|Number of Pupils||324 (53.1% boys 46.9% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||55.8%|
|Percentage English is Not First Language||33%|
|Pupils with SEN Support||19.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (19 November 2014)
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Information about this school
St George?s is an average-sized primary school. The proportion of disabled pupils and those with special educational needs is above average. The proportion of pupils supported by the pupil premium, which is additional funding for pupils known to be eligible for free school meals and children who are looked after, is high. There is an above average proportion of pupils from minority ethnic groups.The proportion of pupils who speak Engish as an additional language is also above average. An above average proportion of these pupils are at an early stage of learning English. The school meets the government?s current floor standards, which set the minimum expectations for pupils? attainment and progress in reading, writing and mathematics. There is an on-site breakfast club. The school experiences high levels of pupil mobility, mainly due to the number of foreign students who attend the local university part time and seek temporary placements for their children. The school is undergoing major building works, which started in 2010, to improve the flow of the building. There are two early years classes that include both nursery and reception children. There are 15 nursery children who attend on a part-time basis.
Summary of key findings for parents and pupils
This is a good school. Pupils? attainment is average in reading, writing and mathematics by the end of Year 6. Pupils make good progress given their starting points, which are below national expectations. Good teaching over time enables pupils across the school to achieve well. Teachers organise and manage lessons well and make excellent use of resources to engage and interest pupils. This helps them to learn effectively. Effective provision in the early years means that children settle down quickly, are keen to learn and make good progress. Thorough regular checks on pupils? progress enable the school to quickly identify any pupils falling behind and provide the help needed to make sure they catch up. The school is a very caring, supportive community where pupils? welfare is paramount. Consequently, pupils feel safe, behave well and are kind and respectful towards each other and to adults. The headteacher provides strong, dedicated leadership. She is very ably supported by her deputy headteacher and assistant headteacher, middle managers and governors. Together, leaders and governors make a formidable team that has enabled the school to maintain good provision for its pupils in spite of building works and high pupil mobility. Outstanding enrichment activities, such as ?Commonwealth Games Week? and the ?Silent Movie? project, support pupils? personal and academic development extremely well. It is not yet an outstanding school because: Teachers do not sufficiently encourage pupils to benefit by engaging as fully as they could during lessons, or by responding to feedback. In mathematics, pupils are not encouraged enough to solve practical problems or investigate number patterns. Staff in the early years do not plan a wide enough range of outdoor activities for the children. Senior leaders do not always set clear and measurable targets for key school improvements.