|Name||St Paul’s Cray Church of England Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||30 June 2016|
|Address||Buttermere Road, Orpington, Kent, BR5 3WD|
|Religious Character||Church of England|
|Number of Pupils||287 (47% boys 53% girls)|
|Number of Pupils per Teacher||20.1|
|Academy Sponsor||Amadeus Primary Academies Trust|
|Percentage Free School Meals||32.2%|
|Percentage English is Not First Language||11.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
St Paul’s is an average-sized primary school. It is in the process of expanding from one form of entry to two. The headteacher took up her post in September 2015. The proportion of pupils eligible for additional government funding, known as the pupil premium, is higher than average. The funding is used to support pupils who are eligible for free school meals and children who are looked after by the local authority. The proportion of pupils who come from minority ethnic backgrounds is higher than average. Pupils come from a wide range of heritages. The proportion of pupils who speak English as an additional language is lower than average. The proportion of pupils who have special educational needs and/or disabilities is higher than average. The school runs a breakfast club. The after-school care provision is run by an outside provider and inspected separately. Nursery hours are flexible. Children can attend part time in the morning or afternoon sessions, or can stay all day on some days. There is part-time provision for two-year-olds in the afternoons. Reception children stay all day. The school meets requirements on the publication of specified information on its website. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement The school requires improvement because, although some improvements have been made, the leadership team has not improved the school sufficiently so that it is good in all areas of its work. Pupils’ outcomes are not consistently good. Although there are pockets of strong progress, this is not sustained across all year groups and in all subjects. In particular, the most able pupils do not consistently make good progress and achieve well enough. Leaders’ checks on the quality of teaching are not sufficiently rigorous to secure consistently good teaching. As a result, pupils’ learning and progress are inconsistent across the school. Governors do not hold leaders sufficiently to account for this inconsistency. Plans for future improvement are not sharply focused on improving teaching and learning. Plans are not reviewed rigorously enough to ensure that actions taken have made sufficient impact on pupils’ learning. Leaders have not ensured that pupils experience a sufficiently wide curriculum. As a result, pupils sometimes miss out on opportunities to learn literacy and numeracy through a wide enough range of subjects. Teaching is not consistently good. Teaching does not sufficiently provide tasks that challenge pupils of all abilities, and particularly the most able, to learn as well as they can. Teaching does not secure sufficiently accurate spelling, punctuation and grammar in pupils’ written work because teachers’ expectations are not high enough. The school has the following strengths The school is a happy and harmonious environment. Pupils are safe and well cared for. Pupils behave well and want to learn. They respect others and are polite and helpful. The headteacher, supported by leaders and governors, has placed the school on an upward path. Leaders and governors are ambitious to make the school as good as it can be. Governors successfully use additional funding to improve the progress of disadvantaged pupils. There are no significant gaps in their progress and that of other pupils. Some teaching is strong, enabling pupils to make good progress in their learning. Safeguarding is effective. Pupils feel safe at school and are taught to keep themselves safe when out and about or when using computers. The Nursery and Reception classes are safe, happy places, where children get off to a good start in acquiring a range of skills. Pupils with a range of additional needs are given effective support that enables them to make progress in line with others. The effectiveness of the support is carefully checked.