|Name||The Stoke Poges School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 October 2012|
|Address||Rogers Lane, Stoke Poges, Slough, Buckinghamshire, SL2 4LN|
|Religious Character||Does not apply|
|Number of Pupils||432 (44% boys 56% girls)|
|Number of Pupils per Teacher||21.5|
|Percentage Free School Meals||4.2%|
|Percentage English is Not First Language||40.5%|
|Pupils with SEN Support||3.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This school is larger than the average-sized primary school. Approximately half of the pupils are of White British origin. Other pupils come from a wide range of minority ethnic backgrounds, the largest groups being of Indian or Pakistani heritage. The proportion of pupils speaking English as an additional language is high. Very few pupils are at the early stages of learning English. The proportions of pupils supported at school action and at school action plus or with a statement of special educational needs are below the national average. Very few pupils are known to be eligible for free school meals. A much lower than average proportion of pupils are eligible for the pupil premium, which provides additional funding for children in local authority care and pupils known to be eligible for free school meals. The school meets the current floor standard which sets the government’s minimum expectations for attainment and progress. In September 2012, the size of the middle management team was increased with the creation of the role of phase leaders, who take responsibility for different age groups throughout the school.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress in reading, writing and mathematics. Attainment by the end of Year 6 is consistently above average and rising. Pupils’ behaviour and attitudes towards learning are excellent. Pupils are very well cared for and kept safe. Teaching is good with examples of outstanding practice. The headteacher, ably supported by the deputy headteacher, drives school improvement well. The curriculum is well matched to pupils’ needs and is enhanced effectively by a wide range of extra-curricular activities. The governing body monitors the work of the school closely and ensures the school responds promptly to national initiatives. Links with the local community are strong and contribute much to pupils making good progress. It is not yet an outstanding school because : Occasionally, the work is not matched closely enough to the needs of pupils working at different levels. Teaching assistants are not always deployed effectively to support learning. Marking in mathematics does not routinely provide pupils with clear guidance on how to improve their work. The measures by which the school development plan can be evaluated are not precise enough. Newly appointed phase leaders have still to develop their roles and to contribute fully to accelerating pupils’ progress.