|Name||The St Gilbert of Sempringham Church of England Primary School, Pointon|
|Ofsted Inspection Rating||Good|
|Inspection Date||25 June 2014|
|Address||West Road, Pointon, Sleaford, Lincolnshire, NG34 0NA|
|Religious Character||Church of England|
|Number of Pupils||76 (59% boys 41% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||26.3%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||17.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is much smaller than the average sized primary school. Pupils are organised into mixed-age classes: the Reception Year and Year 1; Years 2 and 3; Years 4, 5 and 6. The proportion of pupils for whom the school receives the pupil premium is below that found in most schools. (This is additional government funding provided to give extra support to those pupils known to be eligible for free school meals and to those who are looked after by the local authority). The proportion of pupils supported through school action is broadly average. The proportion of pupils supported at school action plus or with a statement of special educational needs is average. Pupils nearly all come from White British backgrounds and there are no pupils who speak English as an additional language. There were too few pupils in Year 6 in 2013 to report on whether the school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. Since the previous inspection, the school has received support from a National Leader in Education from Bourne Abbey Primary Academy. There have a number of changes in teaching staff since the previous inspection, especially in the class for pupils in Years 2 and 3. Following the departure of a teacher who had been on long-term absence, a teacher for this class was appointed temporarily in January 2014. This teacher is leaving at the end of this term and a permanent replacement has been appointed to start in September 2014. The senior teacher and the Early Years Foundation Stage leader both joined the school in September 2013. All but three members of the governing body have taken on the role since the previous inspection. A new Chair of the Governing Body is due to take over in September. St Gilbert’s Kindergarten, which is based in the school grounds, provides childcare for children aged two to four and there is also a breakfast club and after-school care. It is managed by the school’s governing body but separately registered and, therefore, inspected separately.
Summary of key findings for parents and pupils
This is a good school. Standards at the end of Year 6 have improved since the previous inspection and attainment is now above average. Pupils in Years 4 to 6 are making rapid progress, especially in reading and writing. Children in the Early Years Foundation Stage make good progress. Teaching is good overall. Pupils’ books and records of their progress show that there is some outstanding teaching in Years 4 to 6. The school has provided intensive support this year for pupils in Years 2 and 3 in English and mathematics. This has helped to fill gaps in their learning. Pupils behave well and feel safe in school. There has been a distinct improvement in pupils’ attitudes to learning. The headteacher and senior teacher have worked well to increase the school’s effectiveness. There has been good improvement in pupils’ achievement and in the quality of teaching. The governing body has been strengthened and is now more effective than it was at the time of the previous inspection. Governors are well informed about the school’s work and provide suitable challenge to school leaders. It is not yet an outstanding school because : Standards at the end of Year 2 have not improved as much as those at the end of Year 6. The many changes of teacher in the class for pupils in Years 2 and 3 have slowed their progress. Pupils are not all confident in solving mathematical problems. The most-able pupils are not always challenged enough in the younger classes. They are not always given enough chances to write at length. Teachers’ marking does not always make clear what pupils need to do to improve their work.