School etc

Eyke Church of England Voluntary Controlled Primary School

Eyke Church of England Voluntary Controlled Primary School
The Street

phone: 01394 460328

headteacher: Mrs Wendy Kelway MA


school holidays: via Suffolk council

134 pupils aged 4—10y mixed gender
140 pupils capacity: 96% full

75 boys 56%


60 girls 45%


Last updated: June 20, 2014

Primary — Voluntary Controlled School

Education phase
Religious character
Church of England
Establishment type
Voluntary Controlled School
Establishment #
OSGB coordinates
Easting: 631653, Northing: 251692
GPS coordinates
Latitude: 52.115, Longitude: 1.382
Accepting pupils
4—11 years old
Census date
Jan. 16, 2014
Ofsted last inspection
Dec. 4, 2012
Diocese of St Edmundsbury and Ipswich
Region › Const. › Ward
East of England › Suffolk Coastal › Hollesley with Eyke
Village - less sparse
Free school meals %

rooms to rent in Woodbridge

Schools nearby

  1. 0.9 miles Faith Christian Academy IP122PP
  2. 1.7 mile Rendlesham Community Primary School IP122GF (237 pupils)
  3. 2.2 miles Sandlings Primary School IP123TD (121 pupils)
  4. 2.3 miles Melton Primary School IP121PG (136 pupils)
  5. 2.8 miles Wickham Market Community Primary School IP130RP (178 pupils)
  6. 2.9 miles Woodbridge Primary School IP121SS (228 pupils)
  7. 3.1 miles St Anne's School IP121BU
  8. 3.3 miles Woodbridge School IP124JH (850 pupils)
  9. 3.4 miles Butley Middle School IP123NX
  10. 3.5 miles St Mary's Church of England Voluntary Aided Primary School, Woodbridge IP124JJ (212 pupils)
  11. 3.5 miles Farlingaye High School IP124JX
  12. 3.5 miles Kingston Middle School IP124BW
  13. 3.5 miles Farlingaye High School IP124JX (1873 pupils)
  14. 4 miles Kyson Primary School IP124HX (420 pupils)
  15. 4.6 miles Easton Community Primary School IP130ED (75 pupils)
  16. 4.9 miles Charsfield Church of England Voluntary Controlled Primary School IP137QB (40 pupils)
  17. 5.1 miles Hollesley Primary School IP123RE (90 pupils)
  18. 5.1 miles Waldringfield Primary School IP124QL (92 pupils)
  19. 5.6 miles Martlesham Beacon Hill Primary School IP124SS (99 pupils)
  20. 5.8 miles Grundisburgh Primary School IP136XH (166 pupils)
  21. 5.9 miles Bealings School IP136LW (96 pupils)
  22. 6.1 miles Birchwood Primary School IP53SP (209 pupils)
  23. 6.1 miles Shawe Manor School IP52PU
  24. 6.2 miles Gorseland Primary School IP53QR (494 pupils)

List of schools in Woodbridge

School report

Eyke Church of England

Voluntary Controlled Primary


The Street, Eyke, Woodbridge, IP12 2QW

Inspection dates 4–5 December 2012
Overall effectiveness This inspection: Good 2
Previous inspection: Satisfactory 3
Achievement of pupils Good 2
Quality of teaching Good 2
Behaviour and safety of pupils Good 2
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

Pupils are making good progress and
Teachers increase pupils’ enjoyment of
achieving well. Improvements in the quality
of teaching have ensured that the rates of
progress in English and mathematics continue
to rise. This has resulted in improving
standards, which by the end of Year 6 are at
least in line with the national average.
Standards in reading are above average.
learning through a stimulating range of
activities. This contributes strongly to their
good spiritual, moral, social, and cultural
development. Disabled pupils and those with
special educational needs are fully included in
lessons and make good progress due to
effective teaching and support.
Pupils’ behaviour is good because staff set high
Pupils feel safe in school as the quality of
The school is led well by a caring headteacher,
expectations and pupils respond positively to
these. They enjoy school, have positive
attitudes and are highly respectful to each
other and their teachers.
safeguarding is good. Pupils are confident,
thoughtful and take their responsibilities
seriously, especially for learning and the
welfare of younger pupils.
who sets a good example through her own
teaching and is strongly supported by staff and
Girls’ progress in reading is slower than other
aspects of their work.
Teachers plan work for more-able pupils but
sometimes do not introduce it early enough in
lessons. Some marking of pupils work does not
correct basic mistakes, or tell pupils clearly
what they should do next.
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 2 of 10

Information about this inspection

  • The inspector observed 10 lessons or part-lessons taught by six teachers.
  • Meetings were held with pupils, the headteacher, members of the senior management team,
    governors and the office manager. There was also a discussion on the telephone with an officer
    from the local authority.
  • The inspector observed the school’s work. He examined safeguarding arrangements as well as
    other documents including policies, procedures, school development plans and self-evaluation,
    and a range of pupils’ work.
  • The inspector took account of 19 responses to the online Parent View survey, as well as
    comments by parents.
  • The inspector also examined questionnaire responses from 22 members of staff.

Inspection team

Richard Blackmore, Lead inspector Additional Inspector
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 3 of 10

Full report

Information about this school

  • Eyke Church of England Primary School is smaller than the average primary school.
  • Nearly all pupils are White British, the remainder coming from a range of other ethnic heritages.
  • The proportions of disabled pupils and those who have special educational needs who are
    supported by school action are above average; so too are those at school action plus or who
    have a statement of special educational needs.
  • The proportion of pupils known to be eligible for support through pupil premium funding is lower
    than the national average.
  • The school meets the current government floor standards, which set the minimum expectations
    for pupils’ attainment and progress.
  • The main school is organised into six classes and from Year 3 pupils are taught in mixed-age

What does the school need to do to improve further?

  • Raise the quality of teaching by:
    developing the effectiveness of marking by always rigorously correcting basic errors and
    clearly identifying what pupils need to do to improve in their work
    ensuring that work planned for more-able pupils is introduced early in lessons so they make
    rapid progress from the outset.
  • Improve girls’ progress in reading to match the better progress found in writing and
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 4 of 10

Inspection judgements

The achievement of pupils is good
  • After entering the school with skills and understanding that are below the levels expected for
    their age, children achieve well in the Early Years Foundation Stage. Children have very positive
    attitudes and tasks are well planned to interest and motivate them. Pupils throughout the school
    are keen to learn, one saying to the inspector ‘learning is amazing’!
  • In recent years, achievement was variable in reading, writing and mathematics, but pupils now
    make good progress throughout the school, although girls’ progress in reading is not as quick as
    that of boys. School tracking data indicate that pupils now look set to achieve higher standards
    than those in previous years. Pupils’ attainment at the end of Year 6 is now average in English
    and mathematics and is improving quickly.
  • Pupils show pleasure in the wide range of books that they read, especially in the older year
    groups. Pupils are developing good expressive reading styles. However, girls do not always make
    as good progress in reading as boys because their comprehension skills lag behind their ability to
    read words and occasionally the books pupils read do not match their reading ability.
  • Pupils known to be eligible for the pupil premium funding also make good progress. This funding
    is used effectively to provide a range of support, including additional adult time in lessons to
    accelerate pupils’ literacy and numeracy skills. For example, the ‘Dancing Bear’ programme
    provides very effective daily and intensive support for those pupils falling behind in reading. As a
    result any gap in achievement between this group and other groups of pupils is closing quickly.
  • Disabled pupils and those who have special educational needs typically make similar progress to
    their peers in English and mathematics by the end of Year 6. They receive effective guidance
    during lessons and benefit from small group work that focuses specifically on gaps in knowledge
    and understanding. Teaching assistants are well trained in a wide range of programmes to speed
    up pupils’ progress in reading, writing and mathematics and they are carefully used to meet the
    pupils’ diverse needs.
  • The exciting topic-based curriculum ensures that the pupils’ skills in communication, writing and
    mathematics are developed well across all subjects, supporting the good rate of progress being
The quality of teaching is good
  • Teaching is consistently good and sometimes outstanding. For example, in an excellent Year 2
    phonics lesson (teaching the links between letters and sounds) the teacher and teaching
    assistant very skilfully ensured all pupils made very quick progress because they knew exactly
    what the pupils could do and used this knowledge expertly to focus on more complex sounds,
    previously misunderstood.
  • In the Reception class there is a good balance of adult-led learning alongside opportunities for
    children to choose to learn and play on their own or with others. Staff make frequent and
    accurate checks on the quality of learning. They use the information well to support staff in
    improving lessons and learning experiences. Training for staff is well matched to the Reception
    pupils’ needs and has helped to improve teaching quickly since the last inspection.
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 5 of 10
  • All parents and carers who responded to the online questionnaire thought that their child was
    taught well at the school. Mixed-age classes are well organised and often have more than one
    member of staff. All these adults help pupils to learn quickly and enjoy lessons, particularly
    disabled pupils and those who have special educational needs. One pupil said ‘teachers make
    learning fun and you don’t realise when you are learning’.
  • Although teachers plan work for pupils of different ability and tasks are usually well matched,
    they sometimes do not introduce the more demanding activities they have planned quickly
    enough. This is especially so for more-able pupils at the start of lessons. Consequently, some
    pupils are repeating work and are insufficiently challenged, so slowing their progress.
  • Teachers and support staff know pupils well and relationships are good. As a result lessons are
    typified by mutual respect so that, for example, opportunities can be taken to discuss a range of
    issues which support pupils’ spiritual, moral, social and cultural development.
  • Teachers assess pupils’ work regularly and include feedback, which is valued by pupils who know
    what their longer term targets are. However, teachers are not always clear enough in setting out
    the immediate next steps for pupils to make their work better. Teachers expect the pupils to
    respond to, and learn from, their comments. Often teachers provide time for pupils to reflect on
    comments and this helps them make faster progress, but is not consistent practice across all
  • Staff have high expectations of work and behaviour. Pupils respond maturely and responsibly to
    the clear instructions and requirements set by teachers, which ensure that the large majority of
    lessons are productive and purposeful.
  • Pupils benefit greatly from well-designed resources and working displays of pupils’ work to
    stimulate and assist them in their extended writing and numeracy tasks. Teachers make
    extensive and effective use of a range of ICT to enhance pupils’ learning. For example, Year 4
    and 5 pupils gained very useful tips on keeping safe on the internet through a well-chosen short
    animation about not opening unknown emails and attachments.
The behaviour and safety of pupils are good
  • Pupils are well behaved and have positive attitudes towards their learning. They concentrate and
    work well in lessons. Any unacceptable behaviour is managed very well by all staff. Nearly all
    parents who responded to the online questionnaire agreed that behaviour in the school is good
    and pupils confirm that this is usually the case in classrooms and around the school. Pupils work
    well both in small groups and independently and try hard to complete the tasks they are set.
  • Pupils show good levels of respect for each other. They are aware of the importance of
    friendships and help each other to overcome any difficulties that they may encounter. Pupils also
    appreciate the supportive and caring relationships between staff and pupils. One pupil said, ‘you
    will never be lonely here’.
  • Pupils say that they feel safe in school. The school’s own, and the on-line survey shows that
    most parents are of the view that the school keeps the pupils safe. The inspector found that
    safeguarding arrangements meet requirements.
  • Pupils have a good knowledge of different kinds of bullying, including any that might be
    encountered through the internet and other new technologies such as tablets. They feel that
    there is little bullying in the school. Pupils told the inspector they feel confident that, if bullying
    does occur, that the school will deal with it well by talking to all pupils involved and that any
    difficulties are quickly resolved by staff.
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 6 of 10
  • There are good links with external professionals when specialised services are needed. These,
    for example, help to support pupils and families who are in difficult circumstances, or pupils who
    have difficulty in managing their own behaviour.
  • Attendance and punctuality are both good.
The leadership and management are good
  • The headteacher provides strong leadership for the well-motivated staff team, who demonstrate
    a shared sense of commitment to continuing to improve provision. The high expectations of staff
    are a major factor in the improvements that have taken place. Their capacity for further
    improvement is strong.
  • Priorities for development arise from the school’s good quality self-evaluation that involves all
    staff and governors. This is supported well by action plans devised by middle leaders and the
    EYFS leader that pinpoint specific actions to raise achievement and improve the quality of
    teaching. The effectiveness of these leaders has improved since the previous inspection.
  • There is an effective timetable for the professional development of staff. This has concentrated
    on improving the progress made by pupils. The performance management of teachers and
    support staff is effective and clearly outlines the focus for individual staff. It makes good use of
    the national standards set for teachers so they can continually improve the quality of their
    teaching. Targets set for staff accurately reflect the school’s priorities.
  • The local authority provides light-touch support to this good school, focused on improving the
    quality of teaching. The governing body has made use of a range of training provided by the
    local authority including understanding information related to pupils’ achievement.
  • The curriculum successfully links subjects together and provides interesting and memorable
    experiences for pupils. A strong feature is the range of opportunities for pupils to use their basic
    writing and mathematical skills, along with other skills, in cross-curricular topics. Opportunities
    for pupils’ spiritual, moral, social and cultural development are planned well within other subjects
    enabling pupils to quickly understand traditions and lifestyles different from their own.
  • The school has good relationships with an active and supportive parents’ and carers’ body, who
    praise many aspects of its work. Parents and carers are given helpful guidance to support their
    children with their learning and appreciate this support. They are positive about the school and
    are generally pleased with the way the school encourages pupils’ enjoyment. One parent
    commented that their child ‘runs into school’ because it is such fun.
  • The governance of the school:
    Governors provide a good level of support to the headteacher and senior staff that has
    contributed to improvements since the last inspection. The governing body fulfils its statutory
    responsibilities for safeguarding and is fully involved in the promotion, pay awards and
    appointment of staff. It is reflective and fully involved in self-evaluation and the setting of the
    school’s priorities. As a result governors understand and challenge assessment information
    about the school’s current performance and pupil’s most recent rates of progress. The
    governing body ensures that the school’s finances are allocated and used effectively,
    especially the pupil premium funding, so helping to raise pupils’ achievement.
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 7 of 10
Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 8 of 10

What inspection judgements mean


Grade Judgement Description
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.

Inspection report: Eyke Church of England Voluntary Controlled Primary School, 4–5 December 2012 9 of 10

School details

Unique reference number 124730
Local authority Suffolk
Inspection number 402291

This inspection of the school was carried out under section 5 of the Education Act 2005.

Type of school Primary
School category Voluntary Controlled School
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 142
Appropriate authority The governing body
Chair Phil Robbins
Headteacher Wendy Kelway
Date of previous school inspection 26-Apr-10
Telephone number 01394 460328
Fax number 01394 420004
Email address reveal email: off…


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