Great Alne Primary School
phone: 01789 488247
headteacher: Mrs Lesley Hendrie
112 pupils capacity: 75% full
50 boys 60%
30 girls 36%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 411146, Northing: 259130
- GPS coordinates
- Latitude: 52.23, Longitude: -1.8382
- Accepting pupils
- 5—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Nov. 6, 2013
- Region › Const. › Ward
- West Midlands › Stratford-on-Avon › Kinwarton
- Village - less sparse
- Free school meals %
- 1 mile Alcester High School Technology College B496QQ
- 1 mile Haselor School B496LU
- 1 mile Alcester Academy B496QQ (598 pupils)
- 1 mile Tudor Grange Primary Academy, Haselor B496LU (80 pupils)
- 1.5 mile St Faith's CofE Junior School B496AG
- 1.5 mile Our Lady's Catholic Primary School, Alcester B496AG (88 pupils)
- 1.5 mile St Benedict's Catholic High School B496PX (683 pupils)
- 1.5 mile St Nicholas' CofE Primary B496AG
- 1.5 mile St Nicholas' CofE Primary B496AG (387 pupils)
- 1.8 mile Alcester Infant School B495DA
- 1.8 mile Alcester Grammar School B495ED
- 1.8 mile Alcester Grammar School B495ED (1016 pupils)
- 2.1 miles Coughton CofE Primary School B495HN (135 pupils)
- 2.8 miles Temple Grafton CofE Primary School B496NU (98 pupils)
- 3.3 miles Wilmcote CofE (Voluntary Aided) Primary School CV379XD (77 pupils)
- 3.5 miles Wootton Wawen CofE Primary School B956AY (150 pupils)
- 3.6 miles Studley St Mary's CofE Junior School B807ND (217 pupils)
- 3.6 miles Studley St Mary's CofE Academy B807ND
- 3.7 miles Studley High School - A Humanities and Music College B807QX
- 3.7 miles Studley High School - A Humanities and Music College B807QX (734 pupils)
- 3.8 miles Studley Community Infants' School B807HJ (227 pupils)
- 3.8 miles St Mary's Catholic Primary School B807QU (228 pupils)
- 3.9 miles Lucy Locket Kindergarten B807RG
- 4.3 miles Dunnington CofE Primary School B495NT (100 pupils)
Great Alne Primary School
School Road, Great Alne, Alcester, B49 6HQ
|Inspection dates||6–7 November 2013|
|Overall effectiveness||This inspection:||Good||2|
|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
| Good school leadership has improved the |
Standards in English and mathematics at the
As a result of good provision, children in
An effective governing body is fully
quality of teaching. As a result, pupils’
progress and achievement are now good.
end of Year 6 are above average.
Reception settle quickly and make good
progress from their different starting points.
committed to driving improvement.
| Pupils’ good behaviour and attitudes to |
Carefully planned provision for disabled pupils
Parents and carers are very pleased with the
Pupils’ spiritual, moral, social and cultural
learning contribute to the strong sense of
community in the school.
and those who have special educational needs
ensures that they make good progress.
school and the progress their children are
development is good.
| Sometimes, teachers do not question pupils |
In a few lessons, the pace of learning slows
carefully enough to ensure that all pupils
understand before moving on.
because teachers do not check often enough
how well pupils are getting on with their
| The targets set for teachers to improve their |
Teachers do not have enough opportunity to
effectiveness are not linked closely enough to
the impact of teaching on pupils’ progress.
observe and learn from good and outstanding
teaching in other schools.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||2 of 10|
Information about this inspection
- The inspector observed teaching and learning in eight lessons, two of which were joint
observations with the headteacher. An assembly was observed and a number of other short
visits were made to classrooms.
- Discussions were held with the headteacher, other staff and pupils, the Chair and Vice-Chair of
the Governing Body, some parents and carers at the start of the school day, and an independent
external education consultant.
- The inspector heard groups of pupils of different ages reading.
- Account was taken of the 29 responses to the online questionnaire (Parent View) and 14
responses to the staff questionnaire.
- The inspector looked at the school’s policies, teachers’ planning of learning, school improvement
planning and records on behaviour and safety, together with samples of pupils’ work. Tracking
documentation of individual pupils’ progress, documentation on how leaders manage teachers’
performance and records of meetings held by the governing body were also examined.
|Kenneth Thomas, Lead inspector||Additional Inspector|
|Inspection report:||Great Alne Primary School, 6–7 November 2013||3 of 10|
Information about this school
- This is a much smaller than average-sized primary school.
- Pupils are taught in four mixed-age classes which change from year to year as group sizes vary.
This year the composition is: Reception and Year 1, Years 1 and 2, Years 3 and 4, and Years 5
- Almost all pupils are White British.
- The proportion of pupils for whom the school receives the pupil premium is well below average.
This is additional government funding for particular groups, such as pupils known to be eligible
for free school meals and those in local authority care.
- The proportion of disabled pupils and those who have special educational needs supported
through school action is close to average. The proportion supported at school action plus or with
a statement of special educational needs is high.
- The school meets the government’s current floor standards, which set the minimum expectations
for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Improve the quality of teaching so that is consistently good and more is outstanding by ensuring
teachers keep a close check on the progress pupils make in the work set in lessons so that
learning is moved on quickly
through the use of questioning, teachers constantly check pupils’ understanding so that any
misconceptions can be quickly identified and corrected.
- Improve leadership and management by:
linking teachers’ targets more explicitly to improvements in pupils’ progress
providing more opportunities for teachers to improve their teaching through the observation of
good and outstanding practice in other schools.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||4 of 10|
|The achievement of pupils||is good|
- Because of small cohort sizes, children’s skills on entry to Reception can vary widely. The most
recent cohorts have started school with skills and knowledge that are generally below those
expected for their age, particularly in communication and language, literacy and mathematics.
- Good teaching in Reception means that most children join Year 1 having made good progress in
all areas of learning, although progress in literacy and mathematics is not quite as strong as in
- Good progress continues for all groups of pupils as they move through the school. Because of
the small cohort sizes, the performance of individual pupils can have a disproportionate effect on
the performance of the school as a whole. This makes comparisons with national figures
unreliable. Nevertheless, the proportion of pupils who make and exceed the expected progress
compares well with national averages.
- As a result of improvements in teaching, standards in English and mathematics at the end of
Year 2 rose to be above average in 2013, with a marked improvement in writing. Standards in
English and mathematics at the end of Year 6 have also risen to be above average over the last
- Progress in writing has lagged behind that in reading, primarily because pupils have not had
enough opportunities to write creatively and to write at length across a range of subject.
Although the rise in attainment in writing at the end of Year 2 has yet to be seen at the end of
Year 6, reviews of pupils’ work show that the action being taken to tackle this issue is having a
positive impact. Pupils are being given more opportunity to write at length for different
audiences and different purposes. This is helping to ensure better progress and is raising
- Any difference in the attainment of boys and girls tends to be specific to the particular cohort,
rather than being a consistent difference across year groups. At the end of Year 6 in 2012, for
example, boys outperformed girls while, in 2013, girls outperformed boys.
- Reviews of pupils’ work and school assessment information show that current pupils are making
good progress and that above-average standards are being maintained. The performance of the
most able pupils is improving, with a large proportion of the current Year 6 exceeding
expectations for their age.
- Pupils’ good progress in reading is underpinned by the regular teaching of letters and the sounds
they make (phonics). The results of the 2013 Year 1 reading check were above those found
nationally. Across the school, the large majority of pupils develop confidence in reading and, by
the end of Year 6, read widely for purpose and pleasure. Standards in mathematics have risen
because pupils are given more opportunities to apply and develop their mathematical skills in a
wide range of contexts.
- Disabled pupils and those who have special educational needs make good progress because of
the very effective leadership of their provision. Their individual needs are well known and
additional support is carefully tailored to meet those needs.
- There too few pupils known to be eligible for the pupil premium to comment on their attainment
without identifying them. However, the additional support that is provided is securing good
progress for these pupils in both English and mathematics.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||5 of 10|
- Pupils’ health and well-being are enhanced by their participation in the good range of sports
activities, including swimming, that the school offers.
|The quality of teaching||is good|
- Teaching is mostly good and occasionally outstanding. This ensures that all groups of pupils
make good progress and achieve well. The vast majority of pupils display positive attitudes to
learning and behave well. This enables teachers to concentrate on teaching.
- English and mathematics are taught well across the school, with an appropriate priority given to
these subjects in all classes.
- Lessons are well planned and this helps to engage pupils in tasks that are generally matched
well to their different ages and abilities. In a successful mathematics lesson with Year 5 and Year
6 pupils, for example, pupils made rapid progress in the use of different multiplication strategies
to calculate the area of different shapes, while a group of higher ability pupils grappled with a
more complex missing numbers multiplication problem.
- In Reception, adults take every opportunity to encourage children to talk about their learning. In
one session, for example, children were earnestly engaged on a variety of activities related to
the value of coins, while adults took every opportunity to extend children’s understanding
through questioning about the coins they were handling.
- Reading is taught well. Daily sessions are carefully structured and well paced. Interesting
activities help pupils to focus on the sounds of letters and groups of letters. This helps to
develop both reading and writing skills.
- Teachers and teaching assistants ensure that the work given to pupils who need extra help is
carefully sequenced so that all make good progress towards their learning targets. This includes
disabled pupils and those who have special educational needs, and those eligible for the pupil
- The marking of pupils’ work is generally good, with guidance given on what pupils need to do to
improve their learning and to reach a higher level in their work.
- While most teachers use questioning well to check pupils’ understanding as lessons proceed,
occasionally, questions are too closely directed towards drawing out an expected answer and the
lesson is moved on without checking that all pupils are keeping up.
- In a few lessons, the pace slows because teachers do not check the progress pupils are making
often enough to identify the points at which learning can be moved on more quickly.
|The behaviour and safety of pupils||are good|
- In Reception, children quickly learn and accept the school’s expectations of behaviour in lessons
and around the school. This forms the basis of the good behaviour of the vast majority of pupils
that contributes well to the school’s positive learning environment.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||6 of 10|
- Parents, carers, staff and pupils confirm that behaviour is typically good. Pupils are friendly and
care for each other well. Pupils from all backgrounds get on well with each other.
- Pupils feel safe and are confident that adults will look after them well if they have any concerns.
Parents and carers spoken to during the inspection echoed the view that this is a harmonious
and welcoming school in which behaviour is good and their children are kept safe.
- Pupils respond well to opportunities to take on jobs and responsibilities within the school, for
example, as school councillors or when Year 6 pupils act as ‘buddies’ for Reception children.
- Effective support is provides for disabled pupils and those who have special educational needs.
This ensures that they are maintained in full-time education and have full access to all the school
provides. As one parent wrote, ‘My son’s behaviour and other issues would have resulted in
exclusion in many schools. It is due to the continued support that he is fully integrated in his
- Incidents of bullying are rare. Pupils understand about different kinds of bullying, including
physical bullying and persistent name-calling, and are emphatic when they say that they cannot
think of any incidents of this type or of any racist comments. Behaviour records show that there
have been no such incidents for several years.
- Attendance is average. The school places a high emphasis on the importance of regular
attendance, which is usually above average. It fell back in the last school year because of the
disproportionate impact of the persistent absence of a very small number of pupils on the
school’s overall attendance figures.
|The leadership and management||are good|
- The headteacher and governing body provide a clear vision for the continuing improvement of
the school and this is shared fully by the staff.
- Through rigorous checks on the quality of teaching and the systematic tracking of pupils’
progress, school leaders have an accurate view of the school’s strengths and plan effectively for
areas that need to be improved. For example, children’s progress in the Early Years Foundation
Stage has benefited from improvements in teaching and in the use of the outdoor learning area.
- The school has recently introduced new procedures for managing the performance of teachers.
These appropriately recognise that decisions on pay and promotion must be justified by the
impact of teaching on pupils’ progress. However, the targets set for teachers to improve their
work are too general and not closely enough linked to measureable improvements in pupils’
- The school does not benefit from the support of the local authority. As a result, the school has
secured a range of additional support and training from other sources. These are linked to the
school’s improvement priorities. However, because of the school’s small size, staff do not have
enough opportunity to improve their own work through the observation of successful teaching in
a wider range of contexts.
- Through the excellent management of the provision for disabled pupils and those who have
special educational needs, and the carefully targeted use of the pupil premium funding, the
school demonstrates its commitment to equality of opportunity.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||7 of 10|
- Partnerships with parents and carers are particularly good. Those spoken to during the
inspection said that they are very satisfied with the quality of education that the school provides.
This view is backed by surveys of the views of parents and carers.
- The curriculum meets the needs of pupils well. Particularly good use is made of visits to extend
pupils’ learning. For example, a topic on electricity for Year 5 and Year 6 pupils was enhanced by
a visit to Jaguar Land Rover, where pupils were able to observe how important electricity is in
the manufacturing process. Pupils’ social, moral, spiritual and cultural development is promoted
well through assemblies, where pupils sing harmoniously together, and through music, art and
sport, which feature strongly in the curriculum.
- The additional primary sports funding is being used to enhance provision through, for example,
the employment of specialist sports coaches to work alongside and develop the skills of
teachers, and to increase the good range of sports clubs already offered to pupils. The school
plans to evaluate the impact of these initiatives.
- The governance of the school:
The governing body is very supportive and fully committed to the school’s success. Governors
have an accurate picture of how well the school is doing and know how its performance
compares with that of other schools. Training is up to date and governors are able to hold the
school to account and challenge school leaders about areas for improvement. They
understand that the pay progression of staff must be linked to pupils’ progress. Financial
management is secure and governors ensure that pupil premium funding is used for the
intended purposes. Governors fully meet their duties, including those related to safeguarding.
As a result, the school’s arrangements for pupils’ safeguarding meet all current requirements.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||8 of 10|
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.
|Inspection report:||Great Alne Primary School, 6–7 November 2013||9 of 10|
|Unique reference number||125511|
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||84|
|Appropriate authority||The governing body|
|Date of previous school inspection||10 May 2012|
|Telephone number||01789 488247|
|Fax number||01789 488247|
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will use the information parents and carers provide when deciding which schools to
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