|Name||Taylor Road Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 March 2019|
|Address||Taylor Road, Abbey Park, Leicester, Leicestershire, LE1 2JP|
|Religious Character||Does not apply|
|Number of Pupils||757 (49% boys 51% girls)|
|Number of Pupils per Teacher||23.4|
|Percentage Free School Meals||21.5%|
|Percentage English is Not First Language||94.5%|
|Pupils with SEN Support||12.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The vast majority of the pupils join the school with English not spoken at home. Many speak English as a second or third language. The school is situated within an area of high deprivation. The proportion of pupils eligible for free school meals is above the national average. The proportion of pupils with SEND is above the national average. The school is a larger than average primary school. Due to the absence of the headteacher, the school is currently being led by the acting headteacher and the acting deputy headteacher.
Summary of key findings for parents and pupils
This is a good school Leaders and governors have a good understanding of pupils’ needs. Most pupils join the school with limited spoken English. Leaders’ focus on developing pupils’ communication and language skills helps pupils to make strong progress. Pupils with special educational needs and/or disabilities (SEND) make good progress because leaders have ensured that the support these pupils receive is well matched to meet their needs. Pupils’ spiritual, moral, social and cultural education is developed well by adults. Pupils receive a wide range of opportunities to learn about their own and other cultures. Pupils behave well and work well together. They have a comprehensive understanding of diversity and tolerance. Leaders have ensured that the curriculum is broad and balanced. Examples of pupils’ work across the curriculum are celebrated through the vibrant and high-quality displays around the school. The school’s consistent approach to teaching in English and mathematics enables teachers to develop pupils’ skills systematically. Occasionally the curriculum in these subjects does not provide the most able pupils with enough challenge. Parents and carers, and pupils, understand the importance of pupils’ regular attendance at school. Rates of attendance are regularly above the national average. When pupils’ attendance begins to fall below the school’s expectations, staff work closely with families to make improvements. Staff in the early years are skilled at developing children’s early reading, language and communication skills. Children are keen to take part in the activities that are available to them. Staff develop children’s learning well through questioning and effective demonstration. Early reading skills are developed well. However, occasionally teachers focus too heavily on the retrieval of information and there is less focus on other reading skills. Effective teaching to develop mathematics knowledge ensures that pupils have a secure grounding in mathematical concepts. However, a few teachers do not routinely provide pupils with enough opportunities to develop their problem-solving and reasoning skills. Occasionally, teachers do not use their knowledge of what pupils can already do to set tasks that meet their needs. This is particularly the case for the most able pupils.