|Name||Vigo Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||22 May 2019|
|Address||Vigo Road, Andover, Hampshire, SP10 1JZ|
|Religious Character||Does not apply|
|Number of Pupils||491 (53% boys 47% girls)|
|Number of Pupils per Teacher||20.3|
|Percentage Free School Meals||20.8%|
|Percentage English is Not First Language||14.5%|
|Pupils with SEN Support||20%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Vigo Primary School is a larger-than-average-sized primary school. Vigo Infant School and Vigo Junior School amalgamated in September 2016. A new headteacher took up post in November 2018. There has been a high amount of staff turnover since the two schools amalgamated, including many leadership post changes. The proportion of disadvantaged pupils is above the national average. The community experiences above-average levels of deprivation.
Summary of key findings for parents and pupils
This is a school that requires improvement The school has been through a time of turbulence in leadership due to the amalgamation of the infant and junior schools. This has affected the quality of provision and outcomes. Over time, significant staffing issues have resulted in most pupils not making the progress they should across the school. Some leaders are relatively new to their roles. There has not been time to demonstrate the full impact of their work on improving pupils’ progress in reading, writing and mathematics. Teachers do not use assessments of pupils’ work well enough to plan learning. The work set for pupils is not always challenging enough to extend their understanding. Pupils’ cultural development, particularly of different faiths and backgrounds, is limited. The quality of teaching is varied. At times, expectations for pupils’ progress, particularly for the most able and disadvantaged pupils, are not high enough to develop learning effectively. Leaders provide a broad curriculum. Due to the variability in the quality of teaching in history, geography and religious education, pupils’ cultural development is not promoted as well as it should be. When teaching does not meet pupils’ needs, they lose focus, show no pride in their work and, sometimes, low-level disruption occurs. The quality of provision in the early years has significantly improved. However, time is needed to determine the impact on children’s outcomes. The school’s policy for managing pupils’ behaviour is not consistently applied by all adults. The school has the following strengths The new headteacher is determined to improve the school. She is highly ambitious for all pupils. She has identified the most urgent priorities and has already taken effective action to improve pupil outcomes. Governance is strong and holds leaders to account effectively. The welfare of all pupils is paramount at the school. Leaders and teachers are enthusiastic. They have established a confident climate for learning. The school is in a strong position to secure further improvements.