|Name||Stretham Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 January 2016|
|Address||Wood Lane, Stretham, Ely, Cambridgeshire, CB6 3JN|
|Religious Character||Does not apply|
|Number of Pupils||155 (48% boys 52% girls)|
|Number of Pupils per Teacher||19.9|
|Percentage Free School Meals||21.3%|
|Percentage English is Not First Language||6.2%|
|Pupils with SEN Support||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is smaller than the average primary school. Some pupils are taught in mixed-age classes. The majority of pupils are from White British backgrounds, although there is an increasing number of pupils from minority ethnic backgrounds and who speak English as an additional language. The proportion of disadvantaged pupils supported by the pupil premium is lower than average. This funding provides additional support for pupils in local authority care and those known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is lower than the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The school is highly regarded by parents, staff and pupils and plays a significant part in the local community. The leadership team has been effective in improving the quality of teaching and addressing weaknesses so that teaching is now nearly always good and often outstanding. Where the quality of teaching is strong, teachers guide pupils to choose tasks that provide a good level of challenge and this means pupils achieve to a high standard. Teachers know their classes well, understand what different pupils should be achieving and provide additional support when needed. This is having a positive impact, particularly for the most disadvantaged. Governors are now more involved in the school. They monitor the quality of teaching by coming into school to see for themselves how things are going. The behaviour of the pupils is good. They are focused in lessons, listen well and there are good relationships between adults and pupils. Pupils feel safe in school, confident that staff will deal with their concerns. All parents who responded to Parent View agree. A range of subjects are taught well and pupils are able to apply their basic numeracy and literacy skills in reading and writing across different subjects. It is not yet an outstanding school because : Work is not always pitched at the correct level of difficulty. Those pupils who need to make even quicker progress, particularly in writing, do not always do so. When teachers’ subject knowledge is weak, they do not have high enough expectations of what pupils could achieve. Some newly appointed subject leaders are still developing their skills to monitor and evaluate the quality of learning effectively. Some younger pupils have insufficient opportunities to plan and carry out their own investigations in science. Leaders, including governors, are not always sufficiently robust in evaluating how effective new initiatives have been in improving the achievement of different groups of pupils.