|Name||Wray Common Primary School|
|Address||Kendal Close, Reigate, RH2 0LR|
|Religious Character||Does Not Apply|
|Number of Pupils||464 (49.4% boys 50.6% girls)|
|Number of Pupils per Teacher||22.9|
|Academy Sponsor||Greensand Multi Academy Trust|
|Percentage Free School Meals||13.4%|
|Percentage English is Not First Language||11.6%|
|Pupils with SEN Support||9.3%%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Inspection
Information about this school
Wray Common is larger than the average-sized primary school.
The school has grown significantly in size in response to the need to increase local school places. The school has three parallel classes in Years 2, 3 and 5. All other pupils are taught in two parallel classes in each year group.
Pupils are taught in ability sets for mathematics in Year 5 and Year 6. Most pupils are from White British backgrounds. The proportion of pupils from minority ethnic backgrounds is below average.
Few pupils speak English as an additional language. Children attend the Reception classes full time. The proportion of pupils known to be eligible for the pupil premium (additional funding to support children in local authority care and those known to be eligible for free school meals) is approximately one fifth.
This is below average. The proportion of disabled pupils and those who have special educational needs is approximately one fifth. This is just above average.
The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school runs a daily breakfast and after-school club, which is managed by the governing body. Since the previous inspection, there have been several changes in staffing, including the appointment of a new headteacher in September 2013.
Interim arrangements to cover leadership roles before the appointment of the deputy headteacher and assistant headteachers in September 2014 were covered internally. Over half of the teaching staff have been appointed in the last 18 months.
Summary of key findings for parents and pupils
This is a good school Pupils make good progress and achieve well from different starting points.
The standards at the end of Key Stage 2 have rapidly improved since the significant dip in attainment in 2013 in reading, writing and mathematics. Pupils’ work seen and the school’s own data indicate improvements made in 2014 have been sustained and that pupils are now making good progress. This is strongest in reading and mathematics, with many now working above national expectations for their age.
There has been an upward trend in Key Stage 1 attainment over time. Work seen in pupils’ books and school information shows that an increasing proportion of pupils are working at above typical standards. Pupils benefit from teaching that is consistently good.
Good systems are in place to help develop it further. Children in Reception classes get off to a good start because both teaching and leadership are good. Pupils say they feel safe.
They have good attitudes to learning and most behave well both in and out of the classroom. Most parents agree. The relatively new headteacher is ambitious for the school.
Along with other leaders and governors, he has raised standards and has the determination to raise them further and offer pupils a rich educational experience. Literacy and numeracy leaders make an exceptional contribution to strengthening pupils’ progress in English and mathematics, which is rapidly improving as a result. Governors offer a good level of challenge to school leaders.
They have a very detailed knowledge of the school and share everyone’s ambitions for the school to continue to improve. It is not yet an outstanding school because : Some teachers do not set high enough expectations of what pupils can achieve. Pupils do not achieve as well in writing as they do in reading and mathematics.
Some pupils do not have enough opportunities to write in a broad range of subjects. Teachers are not always clear enough about how best to meet the emotional and social needs of the small proportion of pupils with more complex special educational needs. Although the school keeps thorough records of any concerns about individual pupils’ behaviour , it does not always make best use of this information to take action quickly enough.