|Name||Wath Central Primary School|
|Ofsted Inspection Rating||Requires improvement
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||28 June 2016|
|Address||Fitzwilliam Street, Wath-upon-Dearne, Rotherham, South Yorkshire, S63 7HG|
|Religious Character||Does not apply|
|Number of Pupils||446 (48% boys 52% girls)|
|Number of Pupils per Teacher||21.3|
|Academy Sponsor||James Montgomery Academy Trust|
|Percentage Free School Meals||17.2%|
|Percentage English is Not First Language||1.8%|
|Pupils with SEN Support||9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Highlights from Latest Inspection:
Information about this school
This is a larger than average-sized primary school. The school is part of the Wath Learning Community Co-operative Trust. Most pupils are of White British heritage. Since the previous inspection, there have been a number of changes to the teaching staff; the executive headteacher took up her post in May 2015. The proportion of disabled pupils and those who have special educational needs is above the national figure. The proportion of pupils eligible for support through the pupil premium is in line with the national average. The pupil premium is extra funding for those pupils known to be eligible for free school meals or who are looked after by the local authority. The school does not meet the requirements on the publication of specified information on its website. The school manages its own breakfast club.
Summary of key findings for parents and pupils
This is a school that requires improvement The improvements seen in leadership and teaching are recent and are not sufficient to secure the good and better progress pupils have needed to make since the last inspection. Leaders do not focus sharply enough on the impact of teaching on pupils’ learning in order to help teachers improve more rapidly. They are not yet tackling underachievement effectively, particularly for disadvantaged pupils. Assessment information is not always accurate or used effectively by teachers to provide pupils of all abilities with the right level of challenge, but in particular the most able. The early years requires improvement. Assessment information is not as accurate as it needs to be to ensure the best start for children. Senior leaders do not check the accuracy of this information. There are strong and positive relationships with parents. However, teachers do not explain clearly enough to parents how well children are doing, nor do they explain well enough how parents can help pupils at home. The school has the following strengths The strong and determined leadership of the executive headteacher, ably supported by senior leaders, has brought about recent and rapid improvements in the life and work of the school. Middle leaders make an increasingly strong contribution to school improvement. The school’s capacity to improve is much stronger than has been seen in recent times. The provision for pupils who have special needs is effective. Senior leaders have worked hard to improve the culture and ethos, and the values of respect, responsibility and pride permeate the life and work of the school. This has had a positive impact on pupils’ behaviour and attitudes to learning. Pupils feel very safe and secure because they know adults will always look out for them. The school provides a broad and engaging curriculum which is enriched with a range of artistic, cultural and sporting activities.