|Ofsted Inspection Rating||Good|
|Inspection Date||05 March 2013|
|Address||Mill Lane, Walney, Barrow-in-Furness, Cumbria, LA14 3XY|
|Religious Character||Does not apply|
|Number of Pupils||184 (59% boys 41% girls)|
|Number of Pupils per Teacher||19.5|
|Percentage Free School Meals||16.3%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||2.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller-than-average primary school. The proportion of pupils known to be eligible for the pupil premium is average. The proportion of pupils supported at school action is average. The proportion supported at school action plus or with a statement of special educational needs is well above average. The school operates a strategically resourced provision for 14 pupils with disabilities and/or special educational needs. The provision caters for the needs of pupils with a very wide range of severe learning, physical or medical difficulties and autistic spectrum disorders who are educated with other pupils of similar age. Most pupils are from a White British background and no child is at an early stage of acquiring English. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress. Inspectors were aware during this inspection that a serious incident that occurred at the school recently is under investigation by the appropriate authorities. While Ofsted does not have the power to investigate incidents of this kind, actions taken by the school in response to the incident were considered alongside the other evidence available at the time of the inspection to inform inspectors’ judgements.
Summary of key findings for parents and pupils
This is a good school. Children generally enter the school with much lower levels of skills and development than expected for their age. From these low starting points, they make good progress as they move through the school. By the end of Year 6, the majority of pupils reach average standards in reading, writing and mathematics. The proportion of pupils who make more than expected progress is increasing rapidly, particularly in Years 5 and 6 where teaching is sometimes outstanding. Pupils who are disabled or have special educational needs make good progress as the school is very effective at supporting pupils with a very broad range of specific needs. Teachers use questioning particularly well to promote pupils’ thinking skills and this accelerates their progress. Pupils’ behaviour is good. Relationships with adults are strong and support pupils’ good spiritual, moral, social and cultural development. The headteacher and deputy headteacher provide strong leadership that is driving up standards and improving pupils’ progress. Systems to manage staff performance are rigorous and are used effectively to improve the quality of teaching. Governance is strong. Governors know the school well and provide good support and challenge for further improvement. It is not yet an outstanding school because : In some lessons, teachers spend too long talking and do not allow sufficient time for pupils to complete work independently. Teachers in Key Stage 1 do not always plan activities in lessons to stretch more-able pupils to make as much progress as they can. The quality of marking is variable and teachers’ written comments in marking do not always give pupils enough information on how to improve their work. The systems in place to enable school leaders to check on pupils’ progress as they move through the school are too complicated. This means that the information gained is not always used as well as it could be to help teachers identify and support pupils at risk of slipping behind in their learning.