|Name||Temple Sowerby CofE Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 June 2014|
|Address||Temple Sowerby, Temple Sowerby Ce School, Penrith, Cumbria, CA10 1RZ|
|Religious Character||Church of England|
|Number of Pupils||54 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.0|
|Percentage Free School Meals||2.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||5.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Temple Sowerby CE Primary School is considerably smaller than the average-sized primary school. All pupils are of White British heritage. The proportion of pupils supported through school action is higher than the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below the national average. The proportion of pupils supported by the pupil premium is well below the national average. (The pupil premium is additional government funding for those pupils who are known to be eligible for free school meals and those children that are looked after by the local authority.) The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics. Pupils are taught in three mixed-age classes: Reception with Year 1; Year 2 with Year 3; and Years 4 and 5 with Year 6. The number in each year group is sometimes less than five.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and make good progress from their starting points in the Early Years Foundation Stage. The experience children have in the Reception class gives them a good start to their education. Teaching is consistently good with some outstanding which provides a solid base for learning. Teachers use questioning well to encourage pupils to work things out for themselves and talk about what they are learning. Teaching assistants provide good support for pupils of all abilities. The range of subjects and activities offered to pupils is exciting and as a result, pupils enjoy their learning. Pupils say they feel safe in school as a result of good relationships. Pupils have good attitudes to learning, concentrate well in lessons and take a pride in their work. Attendance is average. The school works closely with parents to improve attendance. Pupils behave well during lessons, around the school and outdoors. They are polite and courteous as well as keen and willing to support and help each other. Governors play a full role supporting and checking the school’s work closely. The headteacher and governors work closely together ensuring that improvements in teaching and achievement are always a focus. It is not yet an outstanding school because : Teachers do not always ensure marking helps pupils understand what they need to do to improve. They do not always plan work that challenges pupils, especially the most able. The regular teaching of phonics (letters and the sounds they make) is not fully developed throughout the whole school. The skills pupils learn in mathematics are not developed through problem-solving activities in different subjects. The school’s system for checking pupils’ progress is not clear enough nor do all subject leaders use this information rigorously enough.