|Name||Tetney Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 November 2018|
|Address||Humberston Road, Tetney, Grimsby, Lincolnshire, DN36 5NG|
|Religious Character||Does not apply|
|Number of Pupils||79 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.4|
|Percentage Free School Meals||12.7%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||10.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Pupils are taught in mixed-age classes. The majority of pupils are from White British backgrounds. The proportion of pupils eligible for the pupil premium is broadly in line with the national average. The proportion of pupils with SEND is higher than the national average.
Summary of key findings for parents and pupils
This is a good school The headteacher has provided strong leadership and a clear direction for the school. She is well supported by staff and governors who share her ethos of continuous improvement. Leaders have ensured that there is a consistent approach to teaching across the school. They have made regular checks and acted swiftly to rectify any weaknesses. The quality of teaching and learning is now good. Governors understand their roles and responsibilities. They provide effective challenge to leaders and evaluate with accuracy how well the school is doing. Communication with parents and carers has improved since the previous inspection and is now good. Parents appreciate the opportunity to speak with staff on the playground each day. Teachers provide pupils with opportunities to apply their knowledge and explain how they have worked something out. Teachers check pupils’ understanding and address any misconceptions. Pupils edit and improve their written work. They choose more interesting words and check their punctuation. However, they do not systematically check the accuracy of their spelling. Teachers use assessments to ensure that work is matched well to pupils’ abilities. However, there are occasions when the most able pupils are not challenged sufficiently. The curriculum is rich and varied. Pupils build on what they have learned before. They enjoy a wide variety of subjects and are keen to pursue their learning at home. The teaching of phonics has improved. Pupils learn to identify sounds and use these to decode words fluently. All pupils reach the required standard in the phonics screening check. Pupils’ additional needs are quickly identified. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) make strong progress from their individual starting points. Pupils behave well. They are responsible and care for the environment around them. They have pride in their appearance and in the school. Children in early years settle quickly. They become independent learners who enjoy exploring a well-planned curriculum. They are well prepared for the next stage in their learning.