|Name||Vernon Terrace Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||29 September 2016|
|Address||Vernon Terrace, Northampton, Northamptonshire, NN1 5HE|
|Religious Character||Does not apply|
|Number of Pupils||234 (51% boys 49% girls)|
|Number of Pupils per Teacher||18.7|
|Percentage Free School Meals||11.9%|
|Percentage English is Not First Language||80.8%|
|Pupils with SEN Support||20.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. This is an average-sized primary school. Four fifths of the school’s pupils are from minority ethnic groups and speak English as an additional language, representing 42 different home languages, with the largest group being pupils from ‘any other White’ background. The proportion of pupils supported by the pupil premium is broadly average. The school is in an area of high mobility with families often staying for short periods of time before moving on. The proportions of pupils supported through an education, health and care plan or statement of special educational needs is above average. The school has specially resourced provision for pupils with special educational needs and disabilities. The hearing impaired resource base (HRB) has eight places and is currently supporting six pupils using a ‘natural aural’ approach. This involves intensive use of spoken language and hearing aid technology to develop pupils’ language skills and to support their inclusion and learning. The social, emotional mental health resource base (SEMH) has 10 places and is currently supporting six pupils from other schools who are at risk of exclusion. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school The headteacher uses her deep understanding and commitment to the school’s community to underpin a clear, shared school drive to give every pupil the best chance to thrive. Leaders have ensured that teaching across the school is good. Teachers assess and plan carefully for the pupils’ clear progression and consistently build in challenge for the most able pupils. This is ensuring that all pupils make good progress from their starting points. There is a clear whole-school commitment to go the extra mile to help pupils overcome barriers to learning. The special educational needs coordinator and the leaders of the hearing impaired and social, emotional and mental health bases use their wealth of skills to provide every child with carefully tailored support to be successful. The early years leader ensures that children make a strong start to school. Children benefit from active and interesting activities that develop their language and basic skills to learn confidently. Governors ensure that they are well informed and use their range of expertise to support and challenge school leaders effectively. The use of additional funding is closely monitored to check the impact on raising achievement. Pupils are keen to learn because the school’s curriculum interests and engages them. They enjoy a wide range of experiences and hands-on opportunities, particularly in art, science and outdoor learning. The school also provides many sporting opportunities within and beyond the school. .There is a strong sense of harmony and mutual care and respect, as pupils follow the lead set by all adults in valuing and celebrating the diversity of culture and need represented across their school. Pupils behave well at all times of the school day. Pupils say that they feel safe, valued and well cared for. Parents also have a high level of confidence in the school’s work. Safeguarding of pupils is highly effective, as leaders ensure that all staff have appropriate training and know that safeguarding is a priority at all times. Leaders are particularly resilient in pursuing support from wider services to ensure that children are safe and families are supported. Teachers do not consistently provide sufficient opportunities for pupils to apply their basic skills, particularly in mathematics. Leaders do not fully use the information they have to refine actions to further improve the school.