West Row Community Primary School
Bury St Edmunds
phone: 01638 715680
headteacher: Mrs Geraldine Ciantar
210 pupils capacity: 80% full
100 boys 59%
70 girls 41%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- OSGB coordinates
- Easting: 567288, Northing: 276116
- GPS coordinates
- Latitude: 52.358, Longitude: 0.45512
- Accepting pupils
- 4—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- Jan. 22, 2013
- Region › Const. › Ward
- East of England › West Suffolk › Eriswell and The Rows
- Village - less sparse
- Free school meals %
- 1.6 mile Beck Row Primary School IP288AE (203 pupils)
- 1.8 mile On Track Education Centre (Mildenhall) IP287RD (24 pupils)
- 2.1 miles Isleham Church of England Primary School CB75RZ (203 pupils)
- 2.2 miles Riverside Middle School IP287JX
- 2.5 miles Great Heath Primary School IP287PT (374 pupils)
- 2.5 miles St Mary's Church of England Voluntary Aided Primary School IP287AB
- 2.5 miles College Heath Middle School IP287PT
- 2.5 miles St Mary's Church of England Academy IP287LR (418 pupils)
- 3.2 miles Mildenhall College of Technology IP287HT
- 3.2 miles Mildenhall College Academy IP287HT (1137 pupils)
- 4 miles St Christopher's CEVCP School IP288XQ (276 pupils)
- 4.1 miles Fordham CofE Primary School CB75NL (231 pupils)
- 4.3 miles Shi-Tennoji School IP286SW
- 5 miles Lakenheath Community Primary School IP279DU (275 pupils)
- 5.1 miles The Weatheralls Primary School CB75BH (574 pupils)
- 5.2 miles Soham County Infant School CB75BH
- 5.3 miles Kennett Community Primary School CB87QQ
- 5.3 miles St Andrew's CofE Primary School CB75AA (499 pupils)
- 5.3 miles Soham Village College CB75AA
- 5.3 miles Soham County Junior School CB75DD
- 5.3 miles Soham CofE Junior School CB75HJ
- 5.3 miles Soham Village College CB75AA (1316 pupils)
- 5.3 miles Kennett Primary School CB87QQ (76 pupils)
- 5.5 miles The Shade Primary School CB75DE (32 pupils)
West Row Community Primary
Beeches Road, West Row, Bury St Edmunds, IP28 8NY
|Inspection dates||22–23 January 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|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
| Children in the Reception class make |
Pupils in Key Stages 1 and 2 achieve well and
Teaching is good. Teachers assess pupils’
excellent progress, especially in their personal
development and in their speaking, reading
make good progress. Their attainment by the
end of Year 2 and in Year 6 is above average
in reading and mathematics.
attainment and progress accurately. They
give pupils helpful advice about how to make
their work even better.
| Pupils behave outstandingly well. They care for |
Good leadership from the headteacher, deputy
The governing body is very supportive and
and help each other, and know how to stay
headteacher and those in charge of subjects
such as English and mathematics is making
sure that standards are rising.
knowledgeable about all aspects of the school’s
| Attainment in writing has improved and is |
Sometimes the work set for some of the most
broadly average, but lags behind reading and
mathematics, especially for boys.
able pupils is not hard enough.
| A few pupils have not developed the skills they |
need to work on their own. These pupils
sometimes rely too much on adult support, for
example when they are expected to do writing
on their own.
Information about this inspection
- The inspectors observed 16 lessons or parts of lessons. They were accompanied by the
headteacher on seven of the observations.
- Meetings were held with governors, the headteacher, pupils and a representative of the local
- Inspectors looked at the work in pupils’ books and discussed it with them.
- They took into account the school’s information about pupils’ attainment and progress, its self-
evaluation and plans for future improvements. Inspectors also looked at a range of documents
and policies concerning school management and keeping pupils safe.
- The inspectors considered the19 responses to the online survey (Parent View) and the 17
responses to the staff questionnaire. They also considered the results of the school’s own recent
survey of parents’ views.
|Godfrey Bancroft, Lead inspector||Additional Inspector|
|Stuart Gray||Additional Inspector|
Information about this school
- This school is smaller than the average-sized primary school.
- The majority of pupils are of White British heritage. The proportion of pupils from other ethnic
backgrounds is a little above average. The majority of these pupils have parents who are
employed by the United States Air Force at a nearby base. The proportion who speak English as
an additional language is low. A small number of pupils are from the Traveller community.
- The proportion of disabled pupils and those who have special educational needs supported at
school action is well below average. The proportion supported at school action plus or through a
statement of special educational needs is broadly average.
- The proportion of pupils supported by additional government funding through the pupil
premium, including those known to be eligible for free school meals, is low.
- The proportion of pupils who join or leave partway through their primary school education is
- The school has pupils who are currently educated through alternative provision away from the
- The school meets the government’s current floor standards, which set the minimum expectations
for the pupils’ attainment and progress.
- The local authority has reorganised education in the area, and this is the first year that the
school has had pupils in Year 6.
What does the school need to do to improve further?
- Improve achievement in writing, especially for boys, by:
making full use of the recently introduced teaching methods to help pupils make their writing
guiding pupils in small steps so they can gradually produce longer pieces of writing
judging precisely when to reduce the support for writing, so that pupils can produce longer
pieces of writing by themselves.
- Make sure that the work provided for the most able pupils is always hard enough.
- Ensure that the activities teachers plan in lessons include regular chances for pupils to think,
work and learn for themselves.
|The achievement of pupils||is good|
- Children start in the Reception class with knowledge and skills that are below the levels expected
nationally for their age, especially in their personal, social and emotional development and in
their mastery of communication and language. They make exceptional progress, and move up
into Year 1 well prepared for their future learning.
- The pattern of good progress continues throughout the school. Attainment at the end of Year 2
has risen in each the last three years. It is above average for reading and mathematics, and
broadly average in writing.
- The current Year 6 is the first that the school has ever had. When these pupils were in Year 2
standards were below average. Since then they have made good and in some cases exceptional
progress, and are now on course to attain above average standards in reading and mathematics
and broadly average standards in writing by the end of the year. Pupils in Year 5 are on course
to attain above average standards in writing, as well as in reading and mathematics. Some of
these pupils are almost a year in advance of the levels expected for their age.
- While attainment in writing lags behind that for reading and mathematics, it is steadily rising and
more pupils are making or exceeding the progress expected of them. Better teaching methods,
specifically designed to help pupils improve their writing, are contributing to these
- Pupils enjoy reading and make good progress. However, a small number of less-able younger
pupils still struggle in their early reading with working out for themselves the sounds made by
letters and words.
- Pupils who are disabled and those who have special educational needs all make good progress.
The same is true of the many pupils whose parents are from the United States of America. Pupils
from the Traveller community also thrive, with some making outstanding progress.
- The small number of pupils who are supported by the pupil premium also do well. They are
steadily catching up with pupils from other groups. They receive additional support from
teachers and teaching assistants, and benefit from activities that are matched precisely to their
learning needs. Test results and assessments show that the attainment of pupils who are known
to be eligible for free school meals is similar to that of other groups. Pupils who are educated
away from the school site also progress well.
- Pupils, who are new to the school, including those who speak English as an additional language,
settle in quickly. They make rapid progress and soon catch up with the other pupils.
|The quality of teaching||is good|
- Children in the Reception class receive excellent teaching and support from teaching assistants,
enabling them to make outstanding progress in all areas of their learning.
- Teachers show high expectations that pupils will work hard and do their best, and this is exactly
what the vast majority of pupils do. Lessons invariably capture pupils’ interest and enthusiasm.
However, a small number of pupils sometimes struggle unless they have direct adult support and
tend to lose concentration in group activities unless teachers ask them direct questions, so their
progress occasionally slows.
- Most lessons are planned with care and include work that is adapted for pupils at different ability
levels. This usually means that the most able pupils are stretched by harder work than those
who are less able, but this is not always the case.
- Teachers are skilful at ensuing that most pupils acquire the basic skills they need to make good
progress in reading, writing and mathematics. The revised methods for teaching reading and
writing are paying dividends and standards are clearly rising. Even so, there are times when
teachers do not give pupils the step-by-step guidance they need to help them produce longer
pieces of writing. Similarly, teachers do not always pick the right time to reduce the level of
guidance so that pupils can write longer pieces by themselves.
- Teaching assistants work with particularly good effect when helping small groups of pupils who
need additional support. This applies especially to pupils supported by the pupil premium, pupils
from the Traveller community and those who are new to the school, including those who speak
English as an additional language. All these groups make good progress.
- Teachers track pupils’ attainment and progress accurately, and use the resulting information well
to identify the next step in learning for each pupil. Teachers and teaching assistants also check
frequently that each pupil is sure about what they need to do to make their work even better.
|The behaviour and safety of pupils||are outstanding|
- Pupils behave exceptionally well in lessons and around school. They are kind and supportive
towards one another. They are well mannered and enjoy sharing moments of humour. They also
greatly appreciate the help they receive from adults, responding with great enthusiasm to the
praise and rewards they receive in recognition of their hard work and good progress. Pupils are
also very aware of how to stay safe.
- Pupils are rightly proud of the excellent behaviour. There are very few concerns from parents
about inappropriate behaviour, and pupils appreciate the exemplary behaviour of their
- The headteacher and governing body have worked very effectively to improve attendance. The
broadly average level is a remarkable achievement, especially given the high number of pupils
who join or leave in different year groups, or only stay for a relatively short period before
- Teachers and teaching assistants manage pupils’ behaviour exceptionally well. They know the
particular needs of each pupil in great detail. On the rare occasions when there is a risk of
inappropriate behaviour, staff invariably anticipate what might happen and intervene in a
supportive way, encouraging pupils to concentrate on their work and introducing activities that
help to regain their interest. The relationships between pupils and adults are excellent.
- Pupils have a well-developed understanding of what constitutes bullying in its various guises.
They are careful to avoid making potentially hurtful comments or doing anything that might
offend a classmate. They celebrate the heritage and traditions of pupils from different
backgrounds or different parts of the world. Pupils are well informed about the hazards posed by
misuse of the internet.
|The leadership and management||are good|
- The headteacher, deputy headteacher, subject leaders and governors all make a highly effective
contribution to the leadership of the school. They are united in their ambition to ensure that all
pupils have an equal chance to succeed, and that no pupil suffers through any form of
- The school has a good track record, over the last three years, of improving attainment and
progress for all groups of pupils. This is because its leaders have an accurate and realistic
awareness of its strengths, but also carefully plan the right things to make sure it continues to
improve. Typical of this are the recently introduced methods for improving pupils’ reading and
writing. These are already proving successful in raising standards, especially in writing. Precise
and suitably challenging targets are set to measure the success of such initiatives through
improvements in pupils’ progress.
- The promotion of good teaching is supported well by school leaders. All staff have access to
good opportunities for training to continually improve their skills. Senior staff provide good
models of high-quality teaching when helping younger teachers and those new to the school to
consider ways of making their teaching even better.
- Learning activities during lessons and after school, including a good range of educational visits,
and good promotion of spiritual, moral, social and cultural development make an effective
contribution to pupils’ academic and personal development and progress. The wide range of
learning activities for children in the Reception class underpins their outstanding progress.
- Links with parents are strong. Parents have predominantly positive views about the quality of
the school’s work. The school keeps parents well informed about their children’s progress, and
quickly contacts them if there are any problems or their child is at risk of falling behind in their
- The local authority has provided effective support in helping the school to bring about the
notable improvements of the last three years, and rightly has confidence in the school’s capacity
to sustain these improvements.
- The governance of the school:
The governors are very supportive and know about all aspects of the school’s work. They have
a clear picture of the quality of education provided, and keep a close eye on the progress
made in areas identified as needing improvement. They have good training to ensure that
they keep up to date, and that newly appointed governors are supported as they grow into
their role. They ensure that the arrangements to keep pupils safe meet current national
requirements in full. Along with the headteacher, they play a full role in the performance
management of staff, keeping a watchful eye to ensure that the work of any who are paid to
undertake additional responsibilities is helping to increase pupils’ achievement. The governors
also have a good understanding of how resources are used to help pupils supported by the
pupil premium, and the impact on their achievement. The governors are exceptionally skilful at
ensuring that best value is gained from the financial resources available to the school. This is
illustrated by the way they have relocated the library to make books more accessible for the
pupils, and the detailed consideration given to the recent purchase of a new computers.
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||124542|
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||161|
|Appropriate authority||The governing body|
|Date of previous school inspection||January 2010|
|Telephone number||01638 715680|
|Fax number||01638 515115|