St Germans Primary rated as Good

Pupils and staff celebrate 'good' Ofsted at St Germans Primary School
Alison Hughes (Executive Head) at the front with all the school pupils and staff ANL-160421-080711009

Pupils and staff celebrate 'good' Ofsted at St Germans Primary School Alison Hughes (Executive Head) at the front with all the school pupils and staff ANL-160421-080711009

St Germans Primary School has been given a Good rating by Ofsted after previously being told that it required improvement.

The inspection in March found that the school “had made significant progress”.

It said the high aspirations of the executive headteacher Alison Hughes are shared by staff and governors.

These have resulted in improvements in pupils’ behaviour, the quality of teaching, learning and assessment and pupils’ progress.

Governors were praised for using their extensive skills to good effect and offering a balance of challenge with support.

British values are being effectively promoted with tolerance and respect for everyone a part of the school’s ethos.

Most parents are fully supportive of the school and attenance remains high.

It is a friendly welcoming place and pupils are extremely proud of their school and take on additional responsibilities seriously. Pupils are safe, confident and especially well cared for and enthusiasm runs high.

Standards for pupils in reading, writing and mathematics at the end of Key Stage 2 are improving and are similar to or above national expectations. All groups of pupils make good progress from their various staring points.

Disadvantaged pupils and pupils who hav especial educational needs or disability benefit from effective support which enables them to achieve well.

Provision in the early years is good. Children enjoy a wide range of activities and make good progress because their needs are understood. they are well prepared for Year 1.

However, attainment at Key Stage 1 is still too low for the school to be rated as outstanding.

Also, teachers are not intervening fast enough to move pupils forward in their learning, thus slowing the rate of progress for the most-able of pupils.

Inspectors felt that some pupils did not have enough opportunities to develop their English and maths skills in real-life contexts through other subject to further deepen their understanding.

Personal development, behaviour and welfare received an outstanding grading while leadership, teaching, outcomes for pupils and early years provision were good.