The Palmer Primary Academy


Name The Palmer Primary Academy
Website http://www.thepalmeracademy.com
Ofsted Inspection Rating Good
Address 70 Northumberland Avenue, Reading, RG2 7PP
Phone Number 01189375481
Type Academy
Age Range 3-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 430 (52.3% boys 47.7% girls)
Number of Pupils per Teacher 21.7
Academy Sponsor Reach2 Academy Trust
Local Authority Reading
Percentage Free School Meals 23%
Percentage English is Not First Language 51.5%
Persistent Absence 16.9%
Pupils with SEN Support 20.4%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (06 June 2017)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with the Department for Education guidance on what academies should publish. The school is larger than the average-sized primary school and pupils are taught in single-age classes. There is provision for children in the early years in the Nursery and two Reception classes. There have been significant changes to the leadership team and to the teaching team since the previous inspection. The proportion of pupils from minority ethnic groups is larger than usual and over half of the pupils speak English as an additional language. The proportion of pupils who are known to be eligible for the pupil premium funding is higher than usual. The school has a smaller than usual percentage of pupils who have special educational needs and/or disabilities. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ learning and progress. There is a breakfast club and an after-school club for pupils.

Summary of key findings for parents and pupils

This is a good school Since the previous inspection, school leaders and governors have brought about considerable improvements to the school. In close cooperation with the academy trust, the leadership team has been strengthened and provides a clear direction to the work of the school. Ambitious leaders have introduced a planned programme of training. This has improved the quality of teaching so that it is consistently good across the school. Teachers plan imaginative activities for pupils that inspire pupils to work hard. Consequently, pupils achieve well across the school in reading, writing and mathematics. Disadvantaged pupils and pupils who have special educational needs and/or disabilities achieve at least as well as other pupils. This is because they receive effective support that is directed towards their specific learning needs. Children get off to a good start in the early years. They are welcomed in to a stimulating environment where staff provide activities that help them to reach a good level of development. Inclusion is a strength of the school. All pupils are equally valued and treated fairly. Adults care for pupils and consequently, pupils feel safe in school. Pupils behave well in class and around the school. They get on well together and they appreciate the help and support provided by staff. Pupils enjoy a wide range of extra activities. The quality of sport and physical education is good and helps pupils to develop a good understanding of healthy lifestyles. School leaders and governors have an accurate view of what the school does well and where further improvements are needed. They have appropriate plans in place, with clear actions for development. Some subject leaders are new to their roles and have not yet had time to show the impact of their work. They do not all ensure that subjects other than English and mathematics are taught in sufficient depth. Just occasionally, a few teachers do not adhere to the school’s marking and feedback policy and this slows progress for some pupils. At times, work provided for pupils is not challenging enough and it does not help them to extend what they already know and understand.