|Name||Uppingham Church of England Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||21 April 2015|
|Address||Belgrave Road, Uppingham, Oakham, Rutland, LE15 9RT|
|Religious Character||Church of England|
|Number of Pupils||167 (53% boys 47% girls)|
|Number of Pupils per Teacher||20.4|
|Academy Sponsor||The Rutland Learning Trust|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||2.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Uppingham Church of England Primary School is smaller than the average-sized primary school. There is one class in each age group from Reception to Year 5. Children in Reception attend full time. There is one mixed-aged class in Years 5 and 6, in which pupils are grouped by age. Most pupils are of White British heritage. The proportion of disabled pupils and those who have special educational needs is below the national average. Two pupils have an education, health and care (EHC) plan. The proportion of pupils eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals and those looked after by the local authority) is average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The school is working closely with the Affinity Teaching School Alliance, together with representatives from the diocese, to improve the quality of teaching and raise pupils’ achievement. Two new teachers, one of whom was a newly-qualified teacher, have been appointed last year. The early years leader was appointed the deputy headteacher in March 2014.
Summary of key findings for parents and pupils
This is a good school. The school has made major changes over the past year and is rapidly improving. This is because of the good leadership of the senior leaders, their effective focus on raising pupils’ attainment and the positive culture they have created. School leaders have good relationships with parents, who recognise that the school looks after their children and keeps them safe and happy. Behaviour is good. The school promotes pupils’ spiritual, moral, social and cultural development effectively and prepares them well for the next stage in their education. Attainment is rising at the end of Key Stage 2. Work in books indicates that, throughout the school, current pupils are now making better than expected progress in reading and mathematics. Subject and senior leaders play a full part in promoting the school’s values and in spreading good practice. All adults at the school are proud of their involvement in its improvement and success. Teaching is good. Leaders, including governors, have improved the quality of teaching through the robust use of appraisal systems and training, particularly over the past year. This has had a positive impact on pupils’ achievement. Since the last inspection, the governing body has improved the ways it holds the school to account. Governors are knowledgeable about the school’s work and very supportive of the direction it is taking. Teachers ensure that children in the early years make a good start to their school lives. The well-planned activities they provide, which focus on improving children’s communication skills and helping them become more imaginative, prepare them well for Year 1. It is not yet an outstanding school because : Teachers do not always provide sufficient opportunities for pupils to learn new words and expand their vocabulary so that they can use these to improve the content of their writing. Pupils’ spelling is not accurate enough. Teachers do not check regularly enough that all pupils are fully engaged in their work, take as full a part in class discussions as they should or respond positively to teachers’ suggestions and explanations.