|Name||Al-Furqan Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 June 2017|
|Address||Reddings Lane, Tyseley, Birmingham, West Midlands, B11 3EY|
|Number of Pupils||630 (48% boys 52% girls)|
|Number of Pupils per Teacher||18.3|
|Percentage Free School Meals||21.9%|
|Percentage English is Not First Language||83%|
|Pupils with SEN Support||9.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The school is larger than the average-sized primary school. The school is an Islamic faith school and the designated religious character is Muslim. The proportion of disadvantaged pupils supported by the pupil premium funding is above the national average. A large majority of pupils come from an Asian or Asian British background. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics for pupils by the end of Year 6. The interim executive board and the local authority oversee the strategic direction of the school. The executive headteacher has been leading the school since 2015. She is also the director of a teaching school which provides additional support to the school. The head of school takes responsibility for the day-to-day management of Al-Furqan. Al-Furqan Educational Trust is the religious authority for the teaching of Islamic, Koranic and Arabic studies.
Summary of key findings for parents and pupils
This is a good school The executive headteacher and the leadership team provide determined and purposeful leadership. As a result, there have been significant improvements to the quality of teaching and the progress that pupils make. Leaders and the interim executive board know the school well and successfully address weaknesses. This provides good capacity for continued improvement. The leadership and teaching in the early years are outstanding. Children make rapid progress and are exceptionally well prepared for Year 1. Teaching is typically good because leaders support staff to improve through carefully planned training. Teachers and teaching assistants use skilful questions to deepen pupils’ understanding. Teaching in mathematics leads to strong progress for pupils. Pupils have a good grasp of basic skills and apply these skilfully when solving problems. Teachers are developing a reading culture in classrooms. Pupils are enthused about the books they read and they enjoy the challenge of reading comprehension questions. However, the teaching of some higher-level reading skills, for example inference, does not enable pupils to show a sufficient depth of understanding. Pupils make good progress in writing, particularly when developing and applying vocabulary, punctuation and grammar in longer pieces of work. The quality of presentation and handwriting in pupils’ books is not consistently high enough across the school. Some teachers do not intervene quickly enough to support pupils who may need more help in lessons. Conversely, some pupils, particularly the most able, are not moved on to more challenging work when they are ready. The quality of teaching in lower key stage 2 is not as consistently strong as in other year groups in the school. Teachers’ assessment of pupils working at the higher standard is not accurate enough in some year groups. Leaders provide incisive support for pupils who have special educational needs and/or disabilities. As a result, this group of pupils make good progress. Pupils’ behaviour and conduct are exemplary. They are extremely courteous and caring. Pupils feel safe and are happy because of the excellent relationships evident in school. Pupils are proud of their own faith and also show a high level of tolerance and respect for other faiths and cultures. They have mature views about the world around them.