Fagley Primary School

Name Fagley Primary School
Website http://www.fagley.bradford.sch.uk
Ofsted Inspection Rating Outstanding
Inspection Date 21 March 2017
Address Falsgrave Avenue, Fagley, Bradford, West Yorkshire, BD2 3PU
Phone Number 01274771124
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 311 (50% boys 50% girls)
Number of Pupils per Teacher 19.2
Local Authority Bradford
Percentage Free School Meals 36.2%
Percentage English is Not First Language 55.9%
Persisitent Absence 8.9%
Pupils with SEN Support 16.1%
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. Since the last inspection, the school has added provision for two-year-olds. Fagley Primary School is slightly larger than an average-sized primary school. The proportion of pupils who are eligible for support through the pupil premium is much higher than the national average. The proportion of pupils from minority ethnic groups is well above the national average. The majority of pupils are Pakistani and White British. The proportion of pupils who have special educational needs and/or disabilities is above average. The school met the government’s floor standards in 2016 which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics. The school runs a popular breakfast club. The school is part of the Bradford East 1 partnership of schools. Fagley Primary School receives support and challenge from the chair of the partnership. Leaders provide support to other schools in the partnership.

Summary of key findings for parents and pupils

This is an outstanding school The headteacher’s uncompromising vision that every pupil in her school will make outstanding progress and aspire to be the best they can be pervades the school. As a result, the quality of teaching, learning and assessment has improved rapidly since the last inspection. Senior leaders ably support the headteacher. Consequently, the quality of teaching in English and mathematics and the support for pupils who have special educational needs and/or disabilities have improved. Highly experienced governors are passionate in their support for the school and in their challenge of school leaders. Effective governance has been integral to rapid school improvement. In Year 6 in 2016, pupils’ progress in reading, writing and mathematics was significantly above average. The progress of disadvantaged pupils was in line with other pupils nationally. The provision for two-year-olds is having a positive impact on children’s skills, knowledge and understanding. Consequently, for the first time, some children are entering the Nursery Year with skills that are typical for their age. Outcomes in the early years are improving. The inclusion of everyone is central. Respect, empathy, diversity and equality are at the core of the everyday work of the school. Pupils and their families are cared for exceptionally well. Parents speak highly of the school and the support they receive from staff. As a result of the excellent relationships throughout school, behaviour is impeccable. Pupils respect each other’s differences and work and play together harmoniously. Exemplary practice ensures that pupils are kept safe. Imaginative outside learning in the local woods provide pupils with real-life opportunities to assess and take risks. Opportunities for staff training abound and good practice is shared. As a result, new staff are well supported in their roles and the quality of teaching is continuously improving. However, there are times when the challenge for the most able could be increased. An exceptional curriculum engages pupils highly effectively. As a result, pupils thoroughly enjoy their learning experiences. Leaders recognise that the science curriculum needs further refinement. A very large number of after-school clubs, including sports clubs, are enjoyed by a majority of pupils. All disadvantaged pupils attend at least one of the clubs. Consequently, pupils’ physical and social education are enhanced.