|Name||Stoke Canon Church of England Primary School and Pre-School|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2012|
|Address||Stoke Canon, Exeter, Devon, EX5 4AS|
|Religious Character||Church of England|
|Number of Pupils||104 (46% boys 54% girls)|
|Number of Pupils per Teacher||20.9|
|Percentage Free School Meals||14.4%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||22.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Stoke Canon is much smaller than the average-sized primary school. Most of the pupils are of White British heritage. A below-average proportion is known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs, who are supported at the stage known as school action plus or have a statement of special educational needs, is above average. The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress by the end of Year 6. The school runs a pre-school, a breakfast club and an after-school club. They were all inspected and are included in the report.
This is a good school. Parents and carers are exceptionally satisfied with it. Teachers make lessons stimulating and fun. Some pupils make excellent progress. The school is not yet outstanding because some of the pupils in Key Stage 2 have made slower progress in mathematics and, in lessons, pupils are not always clear about what new learning they should be aiming for. Children make good progress in the Early Years Foundation Stage (in both the pre-school and Reception Year). Progress is outstanding in Key Stage 1. It is mainly good in Key Stage 2, but satisfactory in mathematics. Reading is now a particular strength throughout the school. Lessons are fun because teachers choose extremely interesting resources that they know pupils will enjoy. They question pupils well. They are careful to think about pupils’ different ability levels when they plan work. However, they do not always tell pupils of different abilities what they are aiming to learn by the end of the lesson, so they miss a chance to help pupils push themselves harder. Behaviour is good. Pupils concentrate very well in lessons. Attitudes to learning are good. Pupils are courteous and ready to help each other, for example when they eat lunch in mixed age groupings. They feel very safe and secure. One young pupil pointed to the playground at lunchtime and said ‘Everyone is my friend.’ Despite teaching for a significant part of the week, the headteacher provides perceptive and effective leadership. Supported by a strong governing body and committed staff, he has ensured that the school has completed a series of key developments since the last inspection. The quality of teaching is checked, but the monitoring system has some minor weaknesses. Year groups’ performances are analysed well in Years 1 to 6, but not so efficiently in the pre-school or Reception Year.