|Name||Valley Road School|
|Ofsted Inspection Rating||Good|
|Inspection Date||23 February 2012|
|Address||Valley Road, Henley-on-Thames, Oxfordshire, RG9 1RR|
|Religious Character||Does not apply|
|Number of Pupils||228 (56% boys 44% girls)|
|Number of Pupils per Teacher||30.8|
|Percentage Free School Meals||1.4%|
|Percentage English is Not First Language||7.9%|
|Pupils with SEN Support||7.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
The school is of average size. Most pupils are of White British heritage. There are very few disabled pupils or pupils who have special educational needs. The proportion of pupils known to be eligible for free school meals is below average. Children enter the Early Years Foundation Stage by joining either the school’s Nursery or Reception Year class depending on their age. The school has eight places for children from a local special school in its Nursery. Both the present headteacher and deputy headteacher were appointed since the previous inspection. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. There is a private extended day-care facility on the site, which is inspected separately.
This is a good school. It is a warm, welcoming, cohesive community, where pupils, staff, and leaders share a passion for improvement and strive to help each other to do even better. They want to be an outstanding school. Senior leaders know that the reason it is not outstanding currently is that more work has to be done to increase the proportion of outstanding teaching and accelerate the progress of more able pupils. Pupils achieve well and reach levels of attainment that are significantly above average by the end of Year 6. Teaching is good and some is outstanding. Relationships are good and teachers motivate pupils. They use their own good subject knowledge well, but inconsistencies in the use of assessment exist and not all teachers have high-enough expectations of how well the more-able pupils can achieve and this can have a limiting effect on those pupils’ progress. Skilled teaching assistants make a valuable contribution to pupils’ learning. Pupils’ considerate, respectful, and courteous behaviour makes a positive contribution to the safe, happy and friendly school ethos. As a result, the special school Nursery children, who add a rich dimension to the school, integrate seamlessly. Senior leaders work well as a team. They manage the performance of the school well and lead and manage teaching effectively. Well-focused professional development has led to improving pupils’ achievement in mathematics. Senior managers communicate high aspirations consistently. Although the school has developed effective procedures to monitor and evaluate the performance of pupils and staff, these have yet to be implemented fully.