|Name||Wadebridge Primary Academy|
|Ofsted Inspection Rating||Good|
|Address||Gonvena Hill, Wadebridge, PL27 6BL|
|Religious Character||Does Not Apply|
|Number of Pupils||439 (48.1% boys 51.9% girls)|
|Number of Pupils per Teacher||22.6|
|Academy Sponsor||Bridge Multi-Academy Trust|
|Percentage Free School Meals||16.3%|
|Percentage English is Not First Language||1.3%|
|Pupils with SEN Support||10%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (07 November 2012)
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Information about this school
Wadebridge Primary Academy is a larger-than-average primary school and most pupils are of White British heritage. The proportions of pupils with disabilities and special educational needs supported at school action and school action plus are both below average. The number of pupils known to be eligible for the pupil premium, additional funding from the government for pupils in local authority care or known to be eligible for free school meals, or from service families, is below average. Wadebridge Primary Academy converted to become an academy school on 1 September 2011. When Ofsted last inspected its predecessor school, Wadebridge Community Primary School, it was judged to be satisfactory overall. Since the previous inspection a new Principal and two Assistant Principals have been appointed to the staff. The academy does not provide any alternative provision but the governing body manages an after-school club that provides care for pupils in the mornings and at the end of the school day. The academy exceeds the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Members of the governing body prompted important changes to the predecessor school. In its new status, as an academy, governors have made sure that leaders focus sharply on improving learning. Following the appointment of the new Principal and senior leadership team, there have been notable improvements in teaching and pupils’ progress. Senior leaders have set up very thorough systems for checking the quality of teaching and individual pupils’ progress to make sure they achieve well. Pupils receive good teaching in English and mathematics and this supports their good achievement. Pupils are proud of the academy and they enjoy their work. They behave well and feel safe in school. Pupils support one another, particularly their friends who have disabilities or special educational needs. The extra help provided in lessons for these pupils is of a good quality so that they make good progress. Children joining the Early Years Foundation Stage settle quickly and make good progress. It is not yet an outstanding school because : There are still a few inconsistencies in the ways teachers plan and deliver lessons. Teachers do not always ensure that pupils have opportunities to learn in different ways and to take control of their own learning. Teachers notice when pupils do not understand so they change their explanations but these are not always clear. Pupils know their targets but they are not used to talking about learning so they are unclear about how to achieve them. Not all leaders and managers have a role in leading improvements in the academy.