|Name||Potters Gate CofE Primary School|
|Address||Potters Gate, Farnham, GU9 7BB|
|Religious Character||Church of England|
|Number of Pupils||459 (52.3% boys 47.7% girls)|
|Number of Pupils per Teacher||20.7|
|Academy Sponsor||The Good Shepherd Trust|
|Percentage Free School Meals||11.1%|
|Percentage English is Not First Language||2.2%|
|Pupils with SEN Support||7.8%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
The school is larger than most primary schools and pupils are taught in single-age classes. Owing to an increase in pupil numbers, the school has grown in size since the previous inspection. The expansion to a two-form entry primary school will be complete by September 2017.
Most pupils are of White British heritage and few speak English as an additional language. The proportion of pupils eligible for pupil premium funding is lower than usual. This is additional funding provided for pupils who are entitled to free school meals or who are looked after by the local authority.
The proportion of pupils who have special educational needs or disability is lower than average. The school meets the government’s current floor standards. These set the minimum expectations for pupils’ attainment and progress.
There is provision for children in the early years in two Reception classes. The school has undergone significant changes to the leadership and teaching team since the previous inspection. The headteacher and the deputy headteacher joined the school in April 2015.
A children’s centre and a care club share the school’s site. These are managed by the school but did not form part of this inspection.
Summary of key findings for parents and pupils
This is a good school Since joining the school in April 2015, the headteacher and deputy headteacher have brought about significant improvements to the quality of education in the school.
Leaders have raised teachers’ expectations and have rapidly improved the quality of teaching through a planned programme of training and coaching. Teachers use assessment information effectively to plan work that is at the right level for most pupils. Pupils make good progress in reading, writing and mathematics.
They work hard to reach standards that are similar to, or above, those expected for their age. Children get off to a good start in the early years. Staff have established a delightful environment in which children learn and flourish.
The school provides outstanding care for pupils. Pupils know that adults take any concerns seriously and consequently they feel very safe in school. Pupils’ behave well in class and when moving around the school.
One of the strengths of the school is the way in which it promotes pupils’ spiritual, moral, social and cultural development. Pupils are very aware of the school’s values and ethos and take pride in being a member of this caring community. The curriculum is rich and inspires pupils to work hard.
It is supported with trips and visits to local places of interest that add to pupils’ enjoyment of school. School leaders and governors have a thorough knowledge of the school and have ambitious plans for development, showing the school’s ability to continue to progress further. It is not yet an outstanding school because : Pupils’ achievement is not yet outstanding.
In mathematics, the level of challenge for the most- able pupils is not consistently high. Not all teachers have high expectations for the work they expect from pupils in class. Some leaders are new to their roles and do not yet keep close enough checks on pupils’ progress.