St Leonard’s CofE Primary School


Name St Leonard’s CofE Primary School
Website http://www.stleonardsprimary.co.uk
Ofsted Inspection Rating Good
Inspection Date 04 November 2014
Address Innage Lane, Bridgnorth, Shropshire, WV16 4HL
Phone Number 01746762781
Type Academy
Age Range 3-11
Religious Character Church of England
Gender Mixed
Number of Pupils Unknown
Academy Sponsor Bridgnorth Area Schools' Trust
Local Authority Shropshire
Percentage Free School Meals 9.1%

Information about this school

The school is larger than the average-sized primary school. The early years provision comprises a Nursery, a Reception class, and a mixed Reception and Year 1 class. Children attend the nursery on a part-time basis, either in the morning or the afternoon, but are full-time in the other classes. Year groups vary considerably in size so some pupils are taught in mixed-age classes. Most pupils are White British and almost all speak English as their first language. Approximately one pupil in 14 is supported through school action. This is similar to the national average. Approximately one in six is supported at school action plus or with a statement of special educational needs. This is above average. At present, no pupils have education, health and care plans. The pupil premium provides support for almost a quarter of the pupils in the school. This is similar to the national average. The pupil premium is additional funding provided for disadvantaged pupils who are known to be eligible for free school meals or looked after by the local authority. Before- and after-school care operates on the school site, but this is managed privately and inspected separately. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school. Since the previous inspection, leaders have brought about improvements in the teaching of reading and higher standards in reading, writing and mathematics at the end of Key Stage 2. Leaders, including governors, have an accurate view of the school’s strengths and areas for development as they make regular checks on the quality of teaching and pupils’ progress. Pupils behave well and are keen to learn. They are polite, respectful and readily take on additional responsibilities with maturity and confidence. Pupils feel safe at school and know how to keep themselves safe. Pupils’ spiritual, moral, social and cultural development is promoted effectively and this enhances the school’s caring atmosphere. Good teaching enables all groups of pupils, including disadvantaged pupils and those who have special educational needs, to achieve well. Early reading skills are taught most successfully. Pupils reach above-average levels in the Year 1 reading check, and go on to become confident readers who often read for pleasure. Children make good progress in the early years. Teaching and leadership are good, and children settle quickly because they are nurtured well. Governors are highly committed to seeing the school improve further. They provide a good balance of challenge and support to senior leaders in order to make sure that teaching and achievement are consistently good. It is not yet an outstanding school because : Leaders do not make full use of information about pupils’ progress to pinpoint precisely where further improvements are needed in teaching. Leaders’ plans for improving the school are not sufficiently detailed to measure success as the year progresses. Teachers do not always fully challenge the most able pupils, and sometimes accept work that does not reflect enough effort. Marking is not always effective in helping pupils to improve their work. Pupils are not routinely expected to respond to the guidance that is provided.