|Name||The Richard Crosse CofE Primary School|
|Address||Crawley Lane, Kings Bromley, Burton-on-Trent, DE13 7JE|
|Religious Character||Church of England|
|Number of Pupils||109 (53.2% boys 46.8% girls)|
|Number of Pupils per Teacher||13.5|
|Academy Sponsor||The Staffordshire Schools Multi Academy Trust|
|Percentage Free School Meals||4.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||6.4%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about the school
This is a smaller than average primary school.
The proportion of pupils known to be eligible for free school meals is below the national average as is the number of pupils with special educational needs and/or disabilities. Most pupils are white British. A few pupils come from minority ethnic backgrounds, but none are at an early stage of learning to speak English.
The school works in federation with St Mary’s Primary Church of England School, Colton. The headteacher is an executive headteacher of this school and St Marys. There is a shared governing body and policies are the same for both schools.
The Richard Crosse Church of England Primary School provides an outstanding quality of education and care. Innovative and creative teaching, dynamic leadership and the successful implementation of a challenging and relevant curriculum contribute to pupils’ outstanding achievement and high standards. Attainment on entry to Year 1 is above average.
All pupils make rapid gains in learning as they move through the school so that by Year 6, standards in English, mathematics and science are significantly above the national average. Pupils’ enjoyment of school is reflected in their high attendance. They engage enthusiastically with learning in all lessons because activities are consistently challenging and relevant.
Pupils’ behaviour is outstanding. Older pupils act as sport coaches for younger children, contributing to their physical fitness. All pupils understand the importance of eating healthy food.
Pupils feel safe and skilfully assess risks in new learning environments, for example when they participate in outdoor activities such as body boarding and rock climbing. Their contribution to the wider community is outstanding. Pupils wrote very persuasive letters to the prime minister, based on meticulous research of the benefits and disadvantages of the impact of the proposed development of the high speed train on their local community.
Older pupils run a successful mini-business and all pupils participate in setting out stalls at the summer fair. Their spiritual and cultural diversity awareness is outstanding because of their active participation in collective worship and engagement with pupils throughout the world as pen friends and through video conferencing. Teaching is outstanding.
Lessons hum with learning as pupils are engaged with tasks which extend them and so they make rapid progress. Exceptional plans, based on pupils’ prior attainment, are implemented briskly. Pupils know what they are expected to achieve and teachers check that they achieve their learning outcomes.
All pupils exceed their expectations and through enquiry and research solve demanding problems and produce very high quality writing. They enjoy reading and reach very high standards. Basic skills are delivered through exciting curriculum themes, which are based on pupils’ interests.
For example, literacy, numeracy and ICT skills are delivered through a module, which focuses on the sinking of the Titanic in Years 3 and 4. In another year group everything was woven through a theme about miners trapped underground. The quality of care is exceptional for all pupils and their families.
Children in the Early Years Foundation Stage make good progress because the quality of teaching and the curriculum are good. However, on some occasions teachers do not respond quickly to children’s needs and interests and although there is an agreed assessment procedure it is not always implemented consistently. Consequently opportunities can be missed at times to move children on with their learning quickly enough.
Leadership and management are outstanding. The senior leadership team and subject leaders focus on improving the quality of their work. They are exceptionally well-supported by governors in implementing new and pioneering strategies to further improve the quality of education for pupils.
The school trials a number of national projects for primary schools and is at the fore front of change to ensure that provision equips pupils to be successful in the 21st century. The school’s thorough and detailed evaluation informs decisive action; this has driven up standards. Given the success of actions taken since the last inspection to improve teaching, the curriculum, pupils’ writing skills and the sustained high standards over the past five years the school’s capacity for sustained improvement is outstanding.