School etc

Great Alne Primary School

Great Alne Primary School
School Road
Great Alne

phone: 01789 488247

headteacher: Mrs Lesley Hendrie

reveal email: admi…


school holidays: via Warwickshire council

84 pupils aged 4—10y mixed gender
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 %

rooms to rent in Alcester

Schools nearby

  1. 1 mile Alcester High School Technology College B496QQ
  2. 1 mile Haselor School B496LU
  3. 1 mile Alcester Academy B496QQ (598 pupils)
  4. 1 mile Tudor Grange Primary Academy, Haselor B496LU (80 pupils)
  5. 1.5 mile St Faith's CofE Junior School B496AG
  6. 1.5 mile Our Lady's Catholic Primary School, Alcester B496AG (88 pupils)
  7. 1.5 mile St Benedict's Catholic High School B496PX (683 pupils)
  8. 1.5 mile St Nicholas' CofE Primary B496AG
  9. 1.5 mile St Nicholas' CofE Primary B496AG (387 pupils)
  10. 1.8 mile Alcester Infant School B495DA
  11. 1.8 mile Alcester Grammar School B495ED
  12. 1.8 mile Alcester Grammar School B495ED (1016 pupils)
  13. 2.1 miles Coughton CofE Primary School B495HN (135 pupils)
  14. 2.8 miles Temple Grafton CofE Primary School B496NU (98 pupils)
  15. 3.3 miles Wilmcote CofE (Voluntary Aided) Primary School CV379XD (77 pupils)
  16. 3.5 miles Wootton Wawen CofE Primary School B956AY (150 pupils)
  17. 3.6 miles Studley St Mary's CofE Junior School B807ND (217 pupils)
  18. 3.6 miles Studley St Mary's CofE Academy B807ND
  19. 3.7 miles Studley High School - A Humanities and Music College B807QX
  20. 3.7 miles Studley High School - A Humanities and Music College B807QX (734 pupils)
  21. 3.8 miles Studley Community Infants' School B807HJ (227 pupils)
  22. 3.8 miles St Mary's Catholic Primary School B807QU (228 pupils)
  23. 3.9 miles Lucy Locket Kindergarten B807RG
  24. 4.3 miles Dunnington CofE Primary School B495NT (100 pupils)

List of schools in Alcester

School report

Great Alne Primary School

School Road, Great Alne, Alcester, B49 6HQ

Inspection dates 6–7 November 2013
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

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.

Inspection team

Kenneth Thomas, Lead inspector Additional Inspector
Inspection report: Great Alne Primary School, 6–7 November 2013 3 of 10

Full report

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
    and 6.
  • 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

Inspection judgements

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
    other areas.
  • 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
    two years.
  • 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 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: Great Alne Primary School, 6–7 November 2013 9 of 10

School details

Unique reference number 125511
Local authority Warwickshire
Inspection number 429966

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

Type of school Primary
School category Community
Age range of pupils 4–11
Gender of pupils Mixed
Number of pupils on the school roll 84
Appropriate authority The governing body
Chair Lorraine Armstrong
Headteacher Lesley Hendrie
Date of previous school inspection 10 May 2012
Telephone number 01789 488247
Fax number 01789 488247
Email address


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