|Name||Teversham CofE VA Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 January 2017|
|Address||Church Road, Teversham, Cambridge, Cambridgeshire, CB1 9AZ|
|Religious Character||Church of England|
|Number of Pupils||179 (49% boys 51% girls)|
|Number of Pupils per Teacher||17.2|
|Percentage Free School Meals||28.5%|
|Percentage English is Not First Language||17%|
|Pupils with SEN Support||18.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. Most pupils are from White British backgrounds. A small proportion are from minority ethnic backgrounds and some of the pupils speak English as an additional language. The proportion of pupils who are disadvantaged is below average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The proportion of pupils who have a statement of special educational needs or an education, health and care plan is in line with the national average. There have been significant changes in staffing since the previous inspection. Half the teaching staff were new to the school in September 2016. The school runs a daily breakfast club and after-school club.
Summary of key findings for parents and pupils
This is a good school The determined leadership of the headteacher has been fundamental in improving Teversham since the previous inspection. She is ambitious for the school and is ably supported by the assistant headteacher. Governors know the school well and are clear about the importance of high-quality teaching in securing improvements. They hold leaders to account for the impact they have in raising standards. Teamwork among the staff is strong and they are proud to work at the school. Outcomes for pupils have improved since the previous inspection. This is because teaching now enables pupils to make good progress from their various starting points. Teachers plan work in English and mathematics that challenges all pupils. They assess carefully what pupils are doing in these subjects. Pupils are proud of their work and know what to do to improve. Pupils who are disadvantaged and those who have special educational needs and/or disabilities are supported well and make good progress. Pupils’ behaviour and attitudes to learning are good across the school. They are polite and respect one another’s ideas. At times, there is some low-level disruption in lessons. Pupils’ attendance has risen considerably over the last three years. Effective actions by leaders have reduced persistent absence. Pupils, parents and staff agree that the school is a safe environment in which to learn. Safeguarding procedures at the school are effective. Leadership in the early years is good and children make good progress in Reception from broadly typical starting points. Staff work closely with parents to prepare children for the next stage in their learning. Pupils make good progress across all subjects in key stage 1. In key stage 2, pupils make good progress but not consistently in some subjects and year groups. Where this is the case, the most able pupils do not achieve the high standards of which they are capable. Despite clear improvements, leaders have not yet been entirely successful in eradicating some weaknesses in teaching.