School etc

Northborough Primary School

Northborough Primary School
Church Street

phone: 01733 252204

headteacher: Mrs Christine Moss Bed Npqh

reveal email: off…


school holidays: via Peterborough council

200 pupils aged 4—10y mixed gender
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 %

rooms to rent in Peterborough

Schools nearby

  1. 1.1 mile Deeping St James Community Primary School PE68PZ (209 pupils)
  2. 1.2 mile The Deepings School PE68NF
  3. 1.2 mile The Deepings School PE68NF (1493 pupils)
  4. 1.3 mile Peakirk-Cum-Glinton CofE Primary School PE67JW (200 pupils)
  5. 1.4 mile Arthur Mellows Village College PE67JX
  6. 1.4 mile Linchfield Community Primary School PE68EY (379 pupils)
  7. 1.4 mile Clare Lodge PE67AW
  8. 1.4 mile Arthur Mellows Village College PE67JX (1584 pupils)
  9. 1.8 mile Market Deeping Community Primary School PE68JE (255 pupils)
  10. 1.8 mile William Hildyard Church of England Primary and Nursery School PE68HZ (224 pupils)
  11. 2.5 miles William Law CofE (Aided) Primary School PE45DT (628 pupils)
  12. 2.5 miles William Law CofE (Aided) Primary School PE45DT
  13. 2.7 miles Ken Stimpson Community School PE46JT (1048 pupils)
  14. 2.8 miles John Clare Primary School PE67DU (101 pupils)
  15. 2.9 miles Welbourne Primary School PE46NR (173 pupils)
  16. 3.2 miles Werrington Junior School PE46QG
  17. 3.2 miles Werrington Infant School PE46QG
  18. 3.2 miles Werrington Primary School PE46QG (420 pupils)
  19. 3.4 miles Newborough CofE Primary School PE67RG (206 pupils)
  20. 3.5 miles Langtoft Primary School PE69NB (212 pupils)
  21. 3.6 miles Gunthorpe Primary School PE47YP (376 pupils)
  22. 3.6 miles Norwood Primary School PE47DZ (199 pupils)
  23. 3.7 miles Walton Community School PE46HX
  24. 3.8 miles Walton Junior School PE46HX

List of schools in Peterborough

School report

Northborough Primary School

Church Street, Northborough, Peterborough, PE6 9BN

Inspection dates 13–14 June 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

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
school serves.
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
attainment higher.
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).

Inspection team

Terry Mortimer, Lead inspector Additional Inspector
Vreta Bagilhole Additional Inspector

Full report

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.

Inspection judgements

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
    age nationally.
  • 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 headteacher.

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 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.

School details

Unique reference number 110700
Local authority Peterborough
Inspection number 401145

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 199
Appropriate authority The governing body
Chair Gilmour McLaren
Headteacher Christine Moss
Date of previous school inspection 1 December 2009
Telephone number 01733 252204
Fax number 01733 253531
Email address reveal email: off…


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