Northborough Primary School
phone: 01733 252204
headteacher: Mrs Christine Moss Bed Npqh
210 pupils capacity: 95% full
105 boys 53%
95 girls 47%
Last updated: June 19, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 515357, Northing: 307930
- GPS coordinates
- Latitude: 52.657, Longitude: -0.296
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- June 13, 2013
- Region › Const. › Ward
- East of England › North West Cambridgeshire › Northborough
- Town and Fringe - less sparse
- Free school meals %
- 1.1 mile Deeping St James Community Primary School PE68PZ (209 pupils)
- 1.2 mile The Deepings School PE68NF
- 1.2 mile The Deepings School PE68NF (1493 pupils)
- 1.3 mile Peakirk-Cum-Glinton CofE Primary School PE67JW (200 pupils)
- 1.4 mile Arthur Mellows Village College PE67JX
- 1.4 mile Linchfield Community Primary School PE68EY (379 pupils)
- 1.4 mile Clare Lodge PE67AW
- 1.4 mile Arthur Mellows Village College PE67JX (1584 pupils)
- 1.8 mile Market Deeping Community Primary School PE68JE (255 pupils)
- 1.8 mile William Hildyard Church of England Primary and Nursery School PE68HZ (224 pupils)
- 2.5 miles William Law CofE (Aided) Primary School PE45DT (628 pupils)
- 2.5 miles William Law CofE (Aided) Primary School PE45DT
- 2.7 miles Ken Stimpson Community School PE46JT (1048 pupils)
- 2.8 miles John Clare Primary School PE67DU (101 pupils)
- 2.9 miles Welbourne Primary School PE46NR (173 pupils)
- 3.2 miles Werrington Junior School PE46QG
- 3.2 miles Werrington Infant School PE46QG
- 3.2 miles Werrington Primary School PE46QG (420 pupils)
- 3.4 miles Newborough CofE Primary School PE67RG (206 pupils)
- 3.5 miles Langtoft Primary School PE69NB (212 pupils)
- 3.6 miles Gunthorpe Primary School PE47YP (376 pupils)
- 3.6 miles Norwood Primary School PE47DZ (199 pupils)
- 3.7 miles Walton Community School PE46HX
- 3.8 miles Walton Junior School PE46HX
Northborough Primary School
Church Street, Northborough, Peterborough, PE6 9BN
|Inspection dates||13–14 June 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
| Pupils make good progress and many reach |
Teaching is typically good, and some is
Disabled pupils and those who have special
Behaviour is good. Pupils feel safe, their
There is a positive atmosphere in the school
standards of attainment that are above
national averages. Progress and attainment
have risen steadily in recent years.
outstanding, which helps all pupils, regardless
of their abilities or backgrounds, to make
good progress over time in English and
educational needs do well because their
needs are understood and the right support
helps them to succeed.
attitudes to learning are positive. Attendance
has improved and is above average.
as a result of strong relationships between
pupils and teachers and the community the
| The curriculum is well organised to provide |
Leadership and management are strong. The
The information gained from self-evaluation is
high quality and interesting learning
opportunities. The broad range of experiences
offered contributes well to pupils’ spiritual,
moral, social and cultural development.
school has an accurate view of its strengths
and areas for improvement. The very effective
headteacher and governing body make sure
that all leaders and managers make a strong
contribution to improving teaching and raising
used effectively in the school development
plan. As a result, sustained improvement has
taken place and is continuing as the school
focuses on the next priorities.
| Progress in mathematics is not as consistently |
There are not enough opportunities for pupils
good across the school as it is in reading and
to practise and improve their skills by
responding to teachers’ comments in their
| In a small number of lessons teachers do not |
There are not enough opportunities for pupils
challenge the more-able pupils to raise their
to find things out for themselves and practise
their skills in different subjects.
Information about this inspection
- Inspectors observed the school’s work and looked at a number of documents, including the
school’s data on pupils’ current progress, leaders’ reports on lesson observations, the school’s
improvement plan, planning and monitoring documents, documents relating to safeguarding,
and records relating to behaviour and attendance.
- Inspectors observed 13 lessons and saw all classes in operation. Two of these observations were
conducted jointly with the headteacher. They also observed playtimes and lunchtimes.
- Discussions were held with pupils, governors, senior and subject managers, and parents and
carers, and pupils were heard reading.
- Inspectors carried out discussions with the staff and pupils at the Year 6 educational visit centre.
- Inspectors received the views of staff through 10 responses to the inspection questionnaire and
took account of the 51 responses on the parents’ on-line survey (Parent View).
|Terry Mortimer, Lead inspector||Additional Inspector|
|Vreta Bagilhole||Additional Inspector|
Information about this school
- This is a smaller-than-average primary school.
- The vast majority of the pupils are White British and with a small minority from a variety of
cultural backgrounds. Very few of the pupils speak English as an additional language.
- The proportion of pupils supported by the pupil premium, which is extra government funding for
particular groups, including pupils known to be eligible for free school meals, looked after
children and those from service families, is below the national average.
- The proportion of disabled pupils and those who have special needs supported through school
action is well below average and the proportion supported at school action plus or through a
statement of special educational needs is below average.
- The school meets the government’s current floor standards which set the minimum expectations
for pupils’ attainment and progress.
- During the inspection the Year 6 pupils were at the educational visit centre in the Forest of
- There is a breakfast club and after-school activities for pupils on the school site but they are
independently managed and are inspected separately by Ofsted.
What does the school need to do to improve further?
- Accelerate pupils’ progress in mathematics so it is as good as it is in English by:
consistently marking pupils’ work in detail so that they know even more how to improve and
what they need to learn next
increasing opportunities to use mathematical skills across other curriculum subjects.
- Increase the proportion of outstanding teaching by:
giving pupils more chances to develop their independent learning so that they use learned
skills in different subjects
making sure that more-able pupils are challenged sufficiently to raise their standards.
|The achievement of pupils||is good|
- Children start in the Reception with skills and understanding that are generally in line with levels
expected for their age, especially in communication and personal, social and emotional
development. Learning and progress are good in the Early Years Foundation Stage. The children
are offered and engaged in a wide range of activities that flow freely between indoors and
- They develop good knowledge of phonics (letters and the sounds they make) through
considerable opportunities that are provided which promote speaking and listening as well as
reading. The children’s skills in recognising numbers and patterns are developed well. They also
make good progress in their physical and personal and emotional development due to the
chances for them to make decisions and to be adventurous.
- Pupils in the Reception class and in Years 1 and 2 learn phonics systematically and effectively. In
the national Year 1 phonics check last year pupils achieved more marks than pupils of a similar
- Good progress continues throughout the school. By the end of Year 6, standards are above
average in reading, writing and mathematics. However, progress in reading and writing is
slightly faster than in mathematics. This is mainly due to the sharp school focus on improving
pupils’ writing over the last few years.
- Pupils’ work shows a good range of writing skills across the curriculum which allows them to
practise and extend their skills. The use and application of mathematical skills is not as well
developed and so pupils’ progress in mathematics is not accelerated to the same extent.
- Pupils use their reading, writing and computer skills to support their learning well in other
subjects. In history for example, pupils found information on the internet to help them write
about what life must have been like in the Second World War.
- Disabled pupils and those who have special educational needs make good progress. This is
because adults successfully help them with their learning in lessons and in small groups outside
- Pupils supported by pupil-premium funding make similar progress to others as a result of the
support they receive in lessons and small-group teaching. In 2012, they attained as well as their
peers and better than similar pupils nationally. The gap in attainment from 2011has closed and
they make better progress than similar pupils nationally and other pupils in the school.
|The quality of teaching||is good|
- Teaching is good and as a result most pupils achieve well over time. This is the result of the
work done by the school. There is some outstanding teaching and learning, more typically in
reading and writing than mathematics. The large majority of parents and carers agree that
teaching is good.
- Lessons are planned so that teachers make clear to pupils what they are expected to learn. They
have high expectations and set work that generally matches the needs of the pupils, so that they
know what they must and should achieve in the lesson.
- In many lessons effective use is made of searching questions and activities to challenge pupils to
stimulate their thinking. For example, the use of ‘magic’ that captivated the pupils at the start of
the lesson and challenged them to use their mathematical knowledge and then later they
developed their own ‘magic’. The teaching of phonics is effective throughout the school. In a
history lesson pupils were reminded of persuasive language and the words that can be used
while writing about the Celts and the Romans.
- A common feature of most teaching is the way lessons are organised to make sure all groups of
pupils make good progress. For example, in a science lesson the teacher chose to challenge a
group of pupils by setting them a task without introducing it, as the class were to be carrying
out different activities based on their ability. This meant that this group worked by themselves to
solve problems consolidating what they had learned in earlier lessons. Meanwhile, the teacher
introduced the rest of the class to something new that they had to learn about.
- Teaching strongly promotes pupils’ spiritual, moral, social and cultural development through a
wide range of activities notably in topics such as ‘Flour babies week’ and Indian drumming.
Relationships with pupils are good and this helps encourage pupils’ positive attitudes to learning.
- Where teaching is occasionally not so effective, the tasks given to the more-able pupils are not
sufficiently demanding and this holds back their progress towards reaching even higher levels in
their work and developing their independent learning skills. This is most obvious in subjects
other than English and mathematics.
- Marking is up-to-date with frequent use of praise fostering good attitudes and motivation. While
the marking and feedback is thorough in English, where pupils respond to comments, it is not as
effective in mathematics. This is because pupils are not given the opportunity to respond to
teachers’ comments, showing that they have understood what to do next or how to improve.
- Teaching assistants and other adults play an important role in supporting pupils’ learning and
personal development, especially for those who find some tasks difficult.
|The behaviour and safety of pupils||are good|
- Pupils’ behaviour is good in lessons, and when they are walking about the school or playing
outside. All pupils are supported well, so those who need extra help and guidance from time to
time overcome any concerns quickly. Pupils are courteous, confident and polite and show
respect for others.
- Teachers and pupils take the school motto ‘Inspiring leaders, inspiring learners- very seriously.
Every opportunity is taken to raise pupils’ aspirations and build their sense of self-worth. The
school strongly promotes pupils’ personal development and as a result they show a great deal of
respect for each other and staff.
- Pupils’ attitudes to learning are positive, and they are eager to do their best. Relationships are
good because of sensitive and clear classroom management. Pupils settle to the tasks they are
set quickly, concentrate fully on their work, and show good levels of determination. This is
evident in lessons and also in the projects they complete for homework, which are evaluated by
themselves, their parents and the teacher.
- Occasionally pupils are too directed rather than letting them build their independent learning
skills which they developed in the Reception class and early in their school life.
- Discussions with Year 6 pupils illustrate how much they are helped to do well in school and
appreciate the wide range of activities they experience. One pupil at the Forest of Dean
demonstrated the effect of the school values when he said ’The Forest of Dean has many ups
and downs but this week there have been no downs’.
- Pupils say that they feel safe. Their parents and carers say they are confident that pupils are
safe in school and free from harassment. Bullying and safety issues are covered well in lessons
and assemblies, and pupils show a good awareness of different types of bullying, including
cyber-bullying. They are confident that the school will handle any rare instances effectively
should they arise.
- The school provides pupils with very attractive conditions for learning both indoors and outdoors.
Displays that value the pupils’ work and demonstrate high expectations of what can be achieved
are all around. The school uses its good outdoor environment well. Pupils take responsibility for
the care of the area. They have been involved in redesigning the adventure playground and the
old swimming pool area which is now a quiet seating area.
- Attendance is above average and pupils are punctual to school and to lessons.
|The leadership and management||are good|
- All leaders, staff and governors share an ambitious vision of how the school can improve to
become outstanding and a strong drive to bring this about. The large majority of parents and
carers who responded to the school survey agree that the school is led and managed well.
- The headteacher and the deputy headteacher complement each other and ensure that robust
procedures are in place for monitoring and improving the quality of teaching and learning.
- Senior leaders evaluate the impact of the quality of teaching by focusing sharply on how well
individual pupils learn in lessons. These pupils are identified through regular meetings with
teachers to check how well groups and individuals are making progress.
- Subject leaders provide good guidance to teachers on how to plan and deliver more effective
lessons. Senior leaders ensure that professional development is linked closely to performance
- A good well planned curriculum ensures that strong links are made between subjects and a
great focus is placed upon learning key skills. The good Early Years provision enables a very
good start to school.
- Strong provision for pupils’ spiritual, moral, social and cultural development can be seen clearly
in pupils’ behaviour and attitudes. Topic themes and the school’s good links to the community
ensure pupils have good opportunities to reflect upon moral and social issues, show curiosity
and creativity and develop their imagination.
- The local authority provides ‘light-touch’ support for this good school.
- Procedures for safeguarding are secure and meet requirements. Training in safeguarding and
child protection is up to date for staff and governors.
- The school takes great care and commitment to ensure equality of opportunity and prevent
discrimination. The progress and attainment of all individuals are monitored very rigorously by
senior leaders to ensure that all pupils, and especially those supported by the pupil premium, are
making at least good progress. The information gained is used effectively to target extra support
when necessary. This has been particularly effective in ensuring the good achievement of those
pupils supported by the pupil premium.
- The significant improvement of the last few years is being sustained. Leaders and managers,
including the governing body, have accurate information on the school’s performance. The cycle
of self-evaluation and improvement planning provides clear direction on bringing about sustained
improvements in teaching and achievement. This indicates a secure capacity to improve further.
- The governance of the school:
Governors consult regularly with parents and carers, staff and pupils and listen to what they
have to say to guide school improvement. Effective and rigorous systems for monitoring the
work of the school enable the governors to understand where improvement is required. They
use data effectively to evaluate how well the school is performing in relation to other schools.
Governors have a strong understanding of the quality of teaching and check thoroughly that
the headteacher is using performance management to tackle any underperformance and to
improve further the quality of teaching. This is linked well to the performance management of
The governing body checks rigorously upon the impact of spending decisions especially those
relating to monies allocated through the pupil premium and those relating to how teachers are
rewarded for good performance. All statutory requirements are met
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||110700|
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||199|
|Appropriate authority||The governing body|
|Date of previous school inspection||1 December 2009|
|Telephone number||01733 252204|
|Fax number||01733 253531|
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