|Name||Thomas Reade Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||12 September 2011|
|Address||Radley Road, Abingdon, Oxfordshire, OX14 3RR|
|Religious Character||Does not apply|
|Number of Pupils||222 (46% boys 54% girls)|
|Number of Pupils per Teacher||23.5|
|Percentage Free School Meals||7.3%|
|Percentage English is Not First Language||13.2%|
|Pupils with SEN Support||7.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Most pupils come to this average-sized primary school from the local community. The proportion of pupils identified as having special educational needs and/or disabilities is below average. These pupils have varying needs, including specific or moderate learning difficulties. The proportion of pupils known to be eligible for free school meals is broadly average. Most pupils are from White British backgrounds. Children in the Early Years Foundation Stage are taught in the Nursery and in a Reception class which together form a Foundation Stage Unit. About half of the children in the Reception class start school in the Nursery. There is a breakfast club and an after-school club, both of which are run by the school. The school has a number of awards, including Artsmark Gold and Healthy School accreditation.
One parent accurately captured the essence of this outstanding school when commenting, ‘The school is welcoming and friendly and is extremely well focused on the children’s welfare and development in all areas of their education.’ Consequently, pupils’ attainment is high by the end of Year 6 and they develop values such as respect, politeness and good manners, as well as growing enormously in confidence and self-esteem. This means that the school is giving its pupils a very strong foundation for the next stage of their education and for later life. Children get off to a good start in the Early Years Foundation Stage and then continue to make good progress in the rest of the school. Good teaching, very high quality care and a rich and vibrant curriculum contribute greatly to pupils’ outstanding achievement. The use of data to check that all pupils are doing well enough is exemplary and this means that any potential dips in progress are tackled very quickly. Teachers plan exciting and purposeful activities that promote a love of learning. There are good opportunities for pupils to talk about and evaluate their work, and teachers ensure that there is a good pace to learning in most lessons. In the Early Years Foundation Stage, children benefit greatly from good opportunities to work independently but there is sometimes a lack of challenge, especially for the more able, when they are being taught together in a large group. Pupils are brilliant ambassadors for the school. They behave very well and rightly feel very safe. They talk very knowledgably about the dangers they may face in later life, and recent input from the school means that they are very clear about how to use the internet safely. Relationships between classmates and adults are superb, with everyone helping each other when needed. Pupils make an excellent contribution to the community by taking part in local events such as ‘Abingdon in Bloom’ and by very enthusiastically taking responsibility. Pupils contribute to school improvement through the highly effective school council, and their ideas have helped to significantly improve the playgrounds. Pupils have excellent opportunities to learn about life in other parts of the world through visits and lessons, ensuring that their cultural awareness is very well developed. The school’s engagement with parents and carers is outstanding. Parents and carers make a significant contribution to the school’s success by helping their children at home and by organising fundraising activities for projects such as the new ‘one-to-one’ tuition room. This is a school that is not resting on its laurels. It is so successful because leaders have created an ethos in which all members of the school community are valued and respected. Teamwork is very strong and there is an excellent drive for continued improvement based on very thorough and accurate self-evaluation. The headteacher is supported extremely well by leaders at all levels and by the governing body. They have all played a key role in driving improvement since the last inspection by monitoring provision and providing challenge where it was needed. They share the headteacher’s ambitions and have a very clear understanding of where teaching and learning could still be improved so that it is all good or better. Their track record of raising attainment to the current high levels and of improving overall effectiveness so that it is now outstanding demonstrates that there is an excellent capacity for further improvement.