|Name||Terling Church of England Voluntary Aided Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||12 March 2019|
|Address||New Road, Terling, Chelmsford, Essex, CM3 2PN|
|Religious Character||Church of England|
|Number of Pupils||90 (54% boys 46% girls)|
|Number of Pupils per Teacher||16.7|
|Percentage Free School Meals||1.1%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||16.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is a Church of England voluntary aided primary school under the Diocese of Chelmsford. The school’s most recent Statutory Inspection of Anglican and Methodist Schools (SIAMS) under section 48 of the Education Act was on 1 May 2018. The school received a good judgement at this time. It had previously been outstanding. The school is a smaller than the average-sized primary school. Pupils are taught in mixed-age classes. There are four classes in the school: Reception, Years 1 and 2, Years 3 and 4, and Years 5 and 6. The school has had four headteachers since the previous inspection. The headteacher joined the school in April 2016. The headteacher was absent during this inspection and has been on leave of absence since January 2019. A new deputy headteacher started at the school in September 2018 on a part-time basis. She is temporarily working full time as the acting headteacher. The proportion of pupils known to be eligible for the pupil premium is much lower than the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders, governors, the local authority and the diocese have failed to stem a decline in standards over recent years. Pupils do not make the progress that they should by the end of key stage 2. Since the previous inspection, there has been high turnover in leadership and staffing at the school. This has hindered leaders’ capacity to bring sustained improvements in teaching, learning and the curriculum. Governors do not all have the same understanding about the weaknesses in teaching and learning. They do not challenge leaders and the local authority effectively about standards in the school. Pupils with special education needs and/or disabilities (SEND) do not make good progress over time, both socially and academically. Teaching, learning and assessment, and the achievement of pupils are not yet consistently good. Although staffing is now more stable, pupils have gaps in their knowledge and understanding, especially in mathematics, which have yet to be fully addressed. Some subject leaders’ work to raise standards in subjects other than English and mathematics is not yet fully embedded. It is too early to see the impact of this work. The school has the following strengths Leaders, governors and staff are working relentlessly to bring about improvements. Despite significant staffing issues, they have maintained the daily running of the school remarkably well. Children in the early years get a very good start to their education. They learn, behave and achieve well. Pupils feel safe, well supported and happy at the school. They love learning, and build strong relationships with staff, despite staff changes. They behave well and act as positive role models for one another. Staff are positive about the changes being brought by leaders. They are diligent and committed to doing their best for pupils.