|Name||Stoke Damerel Primary School|
|Ofsted Inspection Rating||Good
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||13 September 2012|
|Address||Collingwood Road, Stoke, Plymouth, Devon, PL1 5PA|
|Religious Character||Does not apply|
|Number of Pupils||405 (58% boys 42% girls)|
|Number of Pupils per Teacher||24.7|
|Academy Sponsor||Reach South Academy Trust|
|Percentage Free School Meals||18.5%|
|Percentage English is Not First Language||10.6%|
|Pupils with SEN Support||13.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than average and is increasing further in size over the next few years to two forms of entry. The vast majority of pupils are White British, with fewer pupils than average from other ethnic groups. Very few pupils are at an early stage of speaking English as an additional language. An average proportion of pupils are known to be eligible for the pupil premium. The proportion of pupils supported through school action is broadly average. The proportion of pupils supported at school action plus or with a statement of special edcuational needs is broadly average. The most common identified needs are speech, language and communication difficulties. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. The vast majority of pupils learn well and make good progress in reading, writing, English and mathematics. Since the last inspection achievement has improved considerably. An above-average proportion of pupils attain the expected Level 4. An above-average proportion are also attaining the higher Level 5, particularly in reading and mathematics. Pupils with special educational needs and those whose circumstances may make them vulnerable are making good progress so that their attainment is close to that of all pupils nationally. A large majority of teaching and learning is good. Expectations of what pupils can achieve are rising because most teachers are planning lessons that enable pupils to build well upon what they have learnt before. Behaviour and safety over time are good. Pupils are polite and courteous and have a good understanding of how to stay safe. The school is an orderly community. The school is improving rapidly under the strong leadership of the headteacher and effective governing body. Leaders have an accurate view of the school’s strengths and weaknesses and use the information gained effectively to bring about school improvement. Clear revised roles have been set out for middle managers to involve them futher in improving the school. Setting targets for teachers is used effectively to improve teaching. It is not yet an outstanding school because : In a few lessons (such as in Years 1 and 2) teachers do not make it clear enough to pupils what it is they are expected to learn by the end of the lesson, especially in writing. Teachers do not always set precise enough longer-term targets for improvement. This limits the opportunity to improve achievement further. Subject leaders are just developing their skills of lesson observation and are not yet sufficiently involved enough in checking the impact of their actions to improve the quality of teaching and learning.