Fri, 04 Nov 2016
SPURCROFT Primary School has been judged as a good school by Ofsted.
All categories ranked by the education regulator – effectiveness of leadership and management; quality of teaching; personal development, behaviour and welfare; and outcomes for pupils – were found to be good following a two-day inspection in September.
Early years provision was also rated good because effective teaching prepared children for Year 1.
The recent grading marks a jump for the school after it was found to be requiring improvement at its last inspection in 2014.
Ofsted grades run from outstanding to good and from requires improvement to inadequate.
Headteacher Nathan Butler-Broad said: “I am proud, relieved and encouraged that the effort and hard work that has gone into improving the school has paid off.”
Inspectors said that pupils benefited from “an exciting and well-planned curriculum” and that the school is a “vibrant and caring community”.
This was helped by teachers and teaching assistants having high expectations for pupils and planning activities to enliven their learning.
Pupils had positive attitudes to learning and had strong relationships with staff. Pupils were said to be keen to do their best and to enjoy learning.
Inspectors said that pupils are prepared for life in modern Britain because of a good understanding of British values; showing respect for other people and the need for inclusion, honesty and compassion.
“Consequently, pupils and their parents have raised significant funds for many charities and have a good understanding of the importance of physical and emotional well-being,” the report said.
Ofsted said that senior leaders had improved the quality of teaching and learning since the previous inspection and pupils had made good progress in reading, writing and mathematics.
This was because school leaders set high expectations for pupils and staff. Governors also checked the school’s performance rigorously and effectively.
Inspectors said that teachers quickly identified pupils at risk of falling behind and acted effectively.
Disadvantaged pupils were also found to progress at a similar rate to others.
However, Ofsted said that challenges for pupils were not consistent and resulted in slow progress among some children. Teacher feedback did not always clearly inform pupils how to improve.
To improve, inspectors said that the quality of teaching needed to improve to secure better outcomes for pupils.