|Name||The Glapton Academy|
|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||05 June 2013|
|Address||Glapton Lane, Clifton, Nottingham, Nottinghamshire, NG11 8EA|
|Religious Character||Does not apply|
|Number of Pupils||371 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.4|
|Academy Sponsor||L.E.A.D. Academy Trust|
|Percentage Free School Meals||25.7%|
|Percentage English is Not First Language||9.7%|
|Pupils with SEN Support||12.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is larger than the average-sized primary school. The school receives pupil premium funding for nearly half of the pupils, which is a much higher proportion than in most schools. Pupil premium funding is provided to support those pupils who are known to be eligible for free school meals, those who are looked after by the local authority, and those with a parent in the armed forces. Almost all pupils are from White British backgrounds. A few are from a range of other ethnic heritages. Hardly any speak English as an additional language. The proportion of disabled pupils or those who have special educational needs who are supported at school action is above average. The proportion supported at school action plus or who have statements of special educational needs is well above average. There is a higher than average proportion of pupils who join or leave the school at other than the usual times at the start and end of the school year. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a breakfast club operating on the school site which is managed by the governing body of the school.
Summary of key findings for parents and pupils
This is a good school. From low starting points, pupils make good progress to reach standards in Year 6 that are average. A high proportion of teaching is good and some is outstanding. Lessons engage pupils fully and move along at a brisk pace. Teaching assistants make a good contribution to pupils’ learning, particularly for disabled pupils and those who have special educational needs All pupils, regardless of background, make good progress, because they are helped to develop self-esteem and confidence, as well as to learn. Very good relationships help to create an extremely happy atmosphere throughout the school. Pupils’ behaviour, both in and out of lessons, is exemplary. Pupils greatly enjoy school and feel very safe. Their excellent attitudes to learning help them to work hard and learn well. Pupils are very proud of their school. The headteacher is well respected by staff, is relentless in her pursuit of improvement and has been key to driving further developments. Together, leaders have improved the quality of teaching and ensured that achievement remains good. The governing body is effective in supporting the school and is increasingly holding it to account for its performance. It is not yet an outstanding school because : Although pupils make good progress in developing reading, writing and mathematics skills, their achievement in reading is not as strong as in writing and mathematics Not enough teaching is outstanding to make achievement outstanding. There remains a very small amount of teaching which requires improvement.