|Name||Trumpington Meadows Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 February 2018|
|Address||Kestrel Rise, Trumpington, Cambridge, Cambridgeshire, CB2 9AY|
|Number of Pupils||284 (54% boys 46% girls)|
|Number of Pupils per Teacher||33.1|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||29.9%|
|Pupils with SEN Support||35.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Since the last inspection, six new staff members have been appointed: three teachers, two assistant headteachers and an executive headteacher. The school meets the current government floor standards, which set minimum requirements for attainment and progress in reading, writing and mathematics by the end of Year 6. A large proportion of pupils in each year group did not attend the Nursery or Reception classes. The school is growing rapidly due to the expansion of the local area. New pupils are joining the school throughout the school year. A growing proportion of pupils are from minority ethnic groups. There are 31 different languages spoken in the school. The school is not in an area of high deprivation, but many of the disadvantaged pupils have SEN and/or disabilities or are from vulnerable families. A large proportion of pupils who have SEN and/or disabilities are identified as requiring school support. An increasing number are being assessed for an education, health and care plan. The school is part of a hard federation with Fawcett Primary School. There is one governing body and one executive headteacher. Assistant headteachers have leadership responsibilities across both schools. Teachers are contracted to work in both schools.
Summary of key findings for parents and pupils
This is a good school The school’s highly effective leadership team has brought about rapid whole-school improvement in a very short space of time. The executive headteacher has inspired and empowered senior leaders, ensuring exceptionally strong capacity for further school improvement. The quality of teaching is consistently good due to effective training and development for all staff. All groups of pupils’ achievement is rapidly improving. In most year groups progress is good, and the most able pupils are exceeding expectations for their age. Pupils’ behaviour in class, around the school and during breaktimes is outstanding. Pupils know and put into practice the school’s three core values. Governance is good. Governors have supported leaders through difficult times since the last inspection. Attendance is improving rapidly because : teachers make learning interesting and pupils are keen to come to school every day. Pupils are, and feel, exceptionally safe in school. Senior leaders’ approach to safeguarding pupils is exemplary. Consequently, pupils’ personal development and welfare are outstanding. Provision in early years is good and improving rapidly. Assessment is accurate and children make consistently good progress in all the areas of learning from when they start at school. Pupils’ achievement in mathematics is not as strong as in reading and writing. Pupils are not confident in explaining why they have selected particular equipment or ways to solve mathematical problems. The curriculum is broad and balanced, but pupils are not given sufficient opportunities to apply their writing and mathematical skills in other subjects. Parents and carers have mixed perceptions of the school because there are inconsistencies in how each class communicates what and how well their children are learning.