|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||11 March 2014|
|Address||Lime Road, Normanby, Middlesbrough, Teesside, TS6 0BZ|
|Number of Pupils||356 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.0|
|Academy Sponsor||Iris Learning Trust|
|Local Authority||Redcar and Cleveland|
|Percentage Free School Meals||21.4%|
|Percentage English is Not First Language||0.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much larger than the average-sized primary school. Almost all pupils are White British. The proportion of pupils known to be eligible for the pupil premium is average. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families, and those children that are looked after by the local authority. The proportion of pupils with disabilities or special educational needs supported at school action is average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. There are morning-, lunch-time and after-school clubs which are run by school staff and external coaches. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics. The school does not use any alternative provision. In Key Stages 1 and 2, pupils are taught in mixed-age classes in Years 1 and 2, 3 and 4, and 5 and 6, although they are set in groups, according to ability, for English and mathematics. The school opened in September 2012 as a result of the closure of Ravensworth Junior School and the expansion of Teesville Infant School to primary status. The school was originally on two sites. In September 2013, the school came together in a new and partly-refurbished building on the site of the old junior school. The headteacher has been in post since September 2012, having been headteacher of the infant school. Ravensworth Junior School had been subject to special measures before its closure.
Summary of key findings for parents and pupils
This is a good school. Pupils’ achievement is good. They make good progress in reading, writing and mathematics. Teaching is good overall and occasionally outstanding, especially in the Nursery and in Years 5 and 6. Teaching offers pupils many exciting opportunities to see the links between subjects and to develop their skills in reading, writing and mathematics. Teachers make it clear to pupils what they are learning, how they will know they have been successful, and what they need to do to improve their work. Pupils’ behaviour is good. They care very well for one another and say that they feel extremely safe. Attendance is above average. The school offers pupils sensitive care and support, and develops well their spiritual, moral, social and cultural awareness. Leadership is good overall. The headteacher offers highly effective leadership. He has very skilfully involved all staff and leaders in the development of the new school. There is strong team work and all staff have high aspirations. The headteacher and the governing body have an extremely clear understanding of the school’s strengths and the few areas where improvement is needed. They know exactly what needs to be done to make the school better still. It is not yet an outstanding school because : There is a shortfall in some teachers’ and teaching assistants’ confidence and knowledge about teaching mathematics. Work for the most-able and middle-attaining pupils is not always hard enough in mathematics. The non-fiction writing skills of pupils in Key Stage 1 are underdeveloped. The targets for pupils’ progress, identified in the school development plan, are not specific enough or closely enough matched to teachers’ performance management. Leaders do not have a clear enough overview of the progress that pupils make over time. There is too little equipment for pupils to play with at breaktime and lunchtime.