Delapre Primary School
phone: 01604 761456
headteacher: Mr Harry Portrey B Ed, Npqh
630 pupils capacity: 76% full
235 boys 49%
245 girls 51%
Last updated: Sept. 1, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 474667, Northing: 259061
- GPS coordinates
- Latitude: 52.225, Longitude: -0.90831
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 10, 2014
- Region › Const. › Ward
- East Midlands › Northampton South › Delapre and Briar Hill
- Urban > 10k - less sparse
- Private Finance Initiative
- Part of PFI
- Free school meals %
- The Far Cotton Federation
- 0.2 miles Queen Eleanor Primary School NN48NN
- 0.2 miles Hospital and Outreach Education NN48EN
- 0.2 miles Queen Eleanor Primary Academy NN48NN (260 pupils)
- 0.3 miles Bacin NN48EN
- 0.4 miles Gloucester Nursery School and Childrens Centre NN48PH (100 pupils)
- 0.5 miles Briar Hill Primary School NN48SW
- 0.5 miles Briar Hill Primary School NN48SW (356 pupils)
- 0.6 miles The Abbey Primary School NN48AZ (323 pupils)
- 0.6 miles Hunsbury Park Primary School NN49RR (234 pupils)
- 0.6 miles Abbeyfield School NN48BU
- 0.6 miles Abbeyfield School NN48BU (1297 pupils)
- 0.7 miles Mereway Middle School NN48EJ
- 0.9 miles Simon de Senlis Primary School NN40PH (400 pupils)
- 1.1 mile Spring Lane Primary School NN12JW
- 1.1 mile Spring Lane Primary School NN12JW (385 pupils)
- 1.2 mile St James CofE VA Primary School NN57AG (476 pupils)
- 1.2 mile Parkside Independent School NN15NL
- 1.3 mile Complementary Education NN13EX
- 1.3 mile Castle Primary School NN12TR
- 1.3 mile East Hunsbury Primary School NN40QW (478 pupils)
- 1.3 mile Hospital and Outreach Education NN12TE
- 1.3 mile Education & Youth Services Ltd NN12BG (9 pupils)
- 1.3 mile The CE Academy NN13EX (166 pupils)
- 1.3 mile Castle Academy NN12TR (489 pupils)
Delapre Primary School
Rothersthorpe Road, Far Cotton, Northampton, NN4 8JA
|Inspection dates||10–11 June 2014|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| School leaders and managers are passionate |
Although many pupils start with below
Achievements in sport are exceptional and
Senior staff have high expectations of pupils
about pupils achieving high standards.
average skills and experience, standards are
close to average when they leave the school.
pupils enjoy a wide range of extra
opportunities outside school hours.
and all staff understand and share their
desire for the school to be as good as
| The behaviour of pupils is outstanding. They |
The large majority of pupils make good
Teaching is good. Staff have clear
Parents are pleased with the quality of
have the highest expectations for their own
behaviour and they know how to keep safe.
progress, especially in mathematics.
expectations, have exceptionally positive
relationships with pupils and provide a very
good range of extra clubs and activities.
education and care provided.
| Progress in reading and writing was not as |
strong in 2013. Although it has now improved
there are still a few pupils who have not
made good progress in writing.
| Although subject leaders and governors have |
clear information about the progress of
different groups of pupils they are not always
using this to ensure that all are making good
Information about this inspection
- Inspectors visited parts of 20 lessons across the full age range in school. Two of these were joint
observations with the headteacher.
- Meetings were held with the headteacher, deputy headteacher with responsibility for special
educational needs, the literacy and numeracy leaders, and the Early Years Foundation Stage
- Inspectors spoke to two groups of pupils and several other pupils during lessons, break and
- A meeting was held with two representatives of the governing body and a separate meeting with
a representative of the local authority.
- Inspectors took account of the views of the 163 parents from the online questionnaire (Parent
View). They also spoke to a small number outside of the school day.
- Inspectors reviewed the 48 responses to the staff questionnaire.
- Inspectors observed the school’s work including information on pupil’s progress, planning and
monitoring documents. They considered records relating to behaviour, attendance and
- Inspectors also listened to individual pupils reading and scrutinised several examples of recent
work from all year groups.
|David Bray, Lead inspector||Additional Inspector|
|Nicholas Flesher||Additional Inspector|
|Gillian Weston||Additional Inspector|
Information about this school
- This is a larger than average sized primary school.
- Around one quarter of pupils are from minority ethnic groups, which is slightly less than the
national average. About one tenth of pupils speak English as an additional language.
- About one fifth of pupils are known to be eligible for the pupil premium, which is slightly below
the national average. This provides additional funding for those known to be eligible for free
school meals and those looked after by the local authority.
- The proportion of disabled pupils and those who have special educational needs identified at
school action, school action plus or with a statement of special educational need is very low. No
pupils are currently identified at school action. This is because the school is maintained by a local
authority that is piloting this approach to identification of special educational needs.
- The school meets the government’s current floor standards, which set the minimum expectation
for pupils’ attainment and progress in reading, writing and mathematics.
What does the school need to do to improve further?
- Improve progress in writing further so that more pupils are making better than expected
developing further and implementing a literacy policy that ensures pupils develop their writing
skills more effectively in Years 2 and 3, particularly for those with lower achievement
ensuring that the quality of writing in all subjects is of a high enough standard in Key Stage 2
and that there are good opportunities for pupils to write more extended pieces of work
ensuring that teachers always give helpful feedback on how to improve work so that pupils are
able to respond by correcting mistakes or producing further work of a higher standard.
- Improving the leadership and management of all leaders by:
supporting subject leaders to make more effective use of information about the progress of
different groups of pupils to ensure that those who achieved less well in Key Stage 1 all make
good enough progress.
|The achievement of pupils||is good|
- Children have started the Early Years Foundation Stage with skills and experiences that have
been below average. Increasingly, over recent years, they have been well-below average. They
settle into the school very quickly and make good progress, especially in their social skills.
- Pupils continue to make good progress as they move through the school, especially in
mathematics. They become very confident and skilled in performing calculations and
understanding mathematical ideas. Their exceptionally positive attitudes to learning contribute
strongly to their success in all areas.
- Disabled pupils and those who have special educational needs make good progress.
- More-able pupils and those who speak English as an additional language also make good
- The school teaches children to recognise letters and the sounds they make (phonics) in a very
structured and organised way. Fewer pupils than average reached the required standards in
checks at the end of Year 1 in 2013. However they are currently doing better. By the end of
Year 2 they are confident in their reading skills.
- Pupils continue to develop their reading skills through experience with a range of books and
texts. Pupils did not achieve as well as expected in 2013. School progress information shows
improvement across all year groups and this is supported by evidence seen during the
- Progress in writing has not been as strong and was weaker for the Year 6 pupils leaving in 2013.
Work in books shows that it is improving although still needs to be better, especially for pupils
who start Key Stage 2 with less developed skills. A higher proportion of pupils still need to make
- Senior leaders have identified the need to improve writing further. They have made this a
priority and introduced approaches such as using more drama-based activities to create interest
and develop speaking skills which pupils can use to write effectively. This has ensured that
improving writing is a focus for all teachers and has led to improvements for many pupils,
especially in Years 4, 5 and 6. Writing skills in Years 2 and 3 are not as strong as they need to
be to ensure that more pupils make good progress.
- Pupils have some opportunities to use their greater confidence in writing across a range of
subjects. They have relatively little opportunity to apply their literacy skills to more extended
writing tasks in different subjects, especially in Key Stage 2.
- Pupils entitled to support from the pupil premium are starting to make good progress. They have
done less well than other pupils in the past and in 2013 the Year 6 pupils were approximately
four terms behind others in the school in mathematics, two terms behind them in reading and
three terms behind them in writing. School data, which was confirmed by looking at books,
shows that this gap in their achievement is reducing across all year groups.
|The quality of teaching||is good|
- Pupils say that lessons are engaging and interesting. This is mostly because they have an
exceptionally positive relationship with their teachers that is based on very firm, but clear,
expectations of good behaviour.
- The teaching of mathematics is effective and has led to pupils achieving consistently good
outcomes. Good subject knowledge, a structured approach to learning mathematical skills and
the pupils' exceptionally positive attitudes to learning have all supported pupils with different
skills and starting points to achieve well.
- More-able pupils are challenged and supported well to achieve higher levels, especially in
- Pupils with specific needs, such as those using English as an additional language or who have
fallen behind with particular skills, are often supported well through individual or small group
sessions that enable them to make more rapid progress. Teaching assistants provide effective
support for learning in the majority of lessons.
- Children in Reception classes are supported to develop attitudes to learning by the structured
activities and routines.
- Pupils take care over their work, present things with care and complete tasks. These
expectations are the same across different year groups and pupils soon come to understand,
comply with and appreciate the school's approach to high expectations.
- Work is marked regularly and often in considerable detail and pupils often respond by improving
their work further. Some comments are encouraging but give insufficient information on how to
- The teaching of literacy is effective. Although reading and writing were not as strong as
numeracy in 2013 this has been a school priority and improvements are happening across the
school. There are not enough opportunities for pupils to use their increasingly secure literacy
skills in Year 2 and 3 to write effectively and some pupils with less developed skills are not
always making good progress. The school is aware of this and has started to make this a
priority. More needs to be done.
- Pupils in Key Stage 2 do not have sufficient opportunities to write in a range of styles, and of
sufficiently high quality, across a range of subject areas.
|The behaviour and safety of pupils||are outstanding|
- The behaviour of pupils is outstanding. They behave in an exemplary manner both in lessons
and when moving around the school. They are exceptionally polite to each other. Older pupils
show a great deal of pride in the school and are pleased to help younger pupils. Children in
Reception classes learn quickly how to behave in a way that meets the school's aspirations.
School records and conversations with pupils, staff and parents confirm that this is typical.
- Pupils are consistently polite to adults and value the close working relationships they have with
those around them. They move around the school with consideration, hold doors open for others
and their behaviour in whole-school events, such as assembly, is outstanding. They are able to
enjoy activities with complete freedom and then quickly focus their attention when needed to.
- Parents are proud of their children’s enthusiasm for activities, including the excellent range of
extra clubs provided. The school's participation in sports activities is extensive, exceptional and
appreciated by pupils.
- Pupils’ attitudes to learning are exceptionally positive and contribute significantly to the good
progress they are making. Pupils quickly learn how they are expected to behave when they start
school. All classes, in all year groups, have the same expectations so that where staff correct
behaviour it is almost always addressing an issue that in many schools would be considered to
be very insignificant.
- The school's work to keep pupils safe is outstanding. Pupils have a clear understanding of how
to keep themselves and others safe. They believe there is very little, if any, bullying in school.
They feel completely confident staff would act upon any concerns they might raise. They
understand different types of bullying, including cyber-bullying, name calling and discriminatory
language and know this would not be acceptable. Staff and parents confirm that this view is
typical of the school.
- The school has an exceptional track record in successfully helping pupils excluded from other
schools to be positive about school.
- Pupils attend regularly and the school has worked hard to improve attendance if there has been
|The leadership and management||are good|
- The headteacher strongly promotes the distinctive nature of the school, its strong approach to
positive relationships and the promotion of equality of opportunity. Senior staff share this
passion for what pupils can achieve and a determination to continually improve. They are
particularly successful at promoting a culture of exceptionally good behaviour and positive
attitudes to learning.
- The Early Years Foundation Stage is led well through effective planning, close monitoring and
strong systems for assessing progress.
- The school provides a good range of subjects and activities which are appropriate to the ages of
the pupils. All staff work together exceptionally well and many provide valuable opportunities for
pupils to participate in a good range of clubs and activities.
- The use of the primary school sport funding is being planned well. It is providing support for a
range of sporting activities and training which is leading to high levels of participation. The
opportunities to participate and excel in sports activities are outstanding and help to develop
awareness of a healthy lifestyle.
- All staff are included within the school’s procedures to manage staff performance. School
support staff make a strong contribution to the school's effectiveness.
- Almost all parents are very appreciative of the quality of education and care provided for their
children. They would recommend the school to another parent.
- The provision for pupils’ spiritual, moral, social and cultural development is strong. The school is
attractively maintained. Classrooms have high quality displays and reflect the aspirations of the
- The school has been identified by the local authority as requiring limited support and its actions
have been appropriate. A local headteacher has been identified to provide support for the
headteacher and this has been appreciated by the school.
- Procedures to safeguard pupils meet current requirements. Staff ensure that pupils have equal
access to activities and the school fosters excellent relationships and tackles any discrimination.
Leaders have shown they have the capacity to improve further by identifying priorities such as
writing and implementing actions that are leading to improvement.
- The school uses information on pupils’ performance to check the progress they make carefully.
This includes reviewing the progress made by different groups of pupils. Subject leaders and
senior leaders now need to use this information more systematically to ensure that pupils make
better progress, especially in writing.
- The school has a well-developed programme for monitoring teaching and learning. This is linked
to a programme of training and staff have a strong desire to improve their work further. The
school provides some support for subject leaders to develop their management skills but more
needs to be done to ensure they are taking more focused actions for ensuring pupils achieve
more. There are clear procedures to ensure that the most effective staff are recognised and paid
- The governance of the school:
Governance of the school is effective. Governors are supportive of the school. They have
ensured they have sufficient skills to carry out their role by taking part in training and checking
they have the right mix of skills on the governing body. They have held leaders to account by
asking questions and checking on progress. This has contributed to pupils receiving the pupil
premium funding starting to make better progress, although governors are aware that they
need to focus even more on how well these pupils achieve as well as understanding how the
funding is spent. There is a good awareness of the impact of sports funding and the governing
body is aware of the quality of teaching across different year groups. Governors are starting to
support the headteacher in setting targets for teachers and ensuring that pay is strongly linked
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Unique reference number||122069|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||4–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||479|
|Appropriate authority||The governing body|
|Date of previous school inspection||18 March 2010|
|Telephone number||01604 761456|
|Fax number||01604 768833|