Locking Primary School

Name Locking Primary School
Website http://www.locking.n-somerset.sch.uk
Ofsted Inspections
Address Meadow Drive, Locking, Weston-Super-Mare, BS24 8BB
Phone Number 01934822867
Type Academy
Age Range 4-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 322 (53.1% boys 46.9% girls)
Number of Pupils per Teacher 19.5
Academy Sponsor Extend Learning Academies Network
Local Authority North Somerset
Percentage Free School Meals 18.6%
Percentage English is Not First Language 2.2%
Persistent Absence 6.7%
Pupils with SEN Support 10.2%%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Inspection

Information about this school

Locking Primary School is larger than the average-sized primary school.

The Chair of the Governing Body took up his post in September 2013. Most pupils are of White British heritage. The proportions of pupils from minority ethnic backgrounds and who speak English as an additional language are lower than average.

The proportion of pupils eligible for the pupil premium is below average. This is additional government funding to support pupils known to be eligible for free school meals, children in local authority care and pupils with a parent in the armed forces. The proportion of disabled pupils and those who have special educational needs supported at school action is below the national average, as is the proportion of pupils supported at school action plus or with a statement of special educational needs.

The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. The headteacher, ably supported by senior leaders, has raised expectations at the school.

As a result, the quality of teaching and pupils’ achievement have improved. Pupils achieve well. They make good progress from their starting points in Reception and throughout Key Stages 1 and 2.

The school has implemented many initiatives to improve pupils’ writing, following disappointing outcomes for higher ability writers in 2013. These initiatives have been highly effective and the quality of pupils’ writing has improved significantly this year. Groups of pupils, including those eligible for the pupil premium, disabled pupils and those who have special educational needs, achieve as well as and often better than other pupils.

Teaching across the school is good. Pupils are positive about their learning and work well together and on their own. Pupils are safe and well cared for.

The school knows each pupil’s individual needs and, where necessary, provides personalised support for children and their families to enable pupils to achieve their potential. Pupils are typically polite and courteous. They behave well during lessons and at break and lunchtime.

Leaders and staff work together closely as a team. Relationships between staff and pupils are strong, and help to maintain a harmonious environment in which teaching and good behaviour can flourish. The governing body knows the school’s strengths and weaknesses.

Governors provide an appropriate balance of challenge and support to leaders to ensure the school continues to improve. It is not yet an outstanding school because : The quality of teaching is not yet outstanding. Some lessons do not always allow pupils to make the progress of which they are capable.

Pupils’ literacy and numeracy skills are not consistently well developed in a range of subjects. Some marking does not give pupils a clear understanding of what they need to do to improve. Pupils are not always given time to reflect upon, and respond to, teachers’ marking.