Fairburn View Primary School, Castleford

About Fairburn View Primary School, Castleford Browse Features

Fairburn View Primary School, Castleford


Name Fairburn View Primary School, Castleford
Website http://fairburnview.co.uk
Ofsted Inspection Rating Good
Inspection Date 26 June 2018
Address Stansfield Drive, Airedale, Castleford, West Yorkshire, WF10 3DB
Phone Number 01977558350
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 464 (49% boys 51% girls)
Number of Pupils per Teacher 21.9
Local Authority Wakefield
Percentage Free School Meals 36.7%
Percentage English is Not First Language 6.5%
Persisitent Absence 20.2%
Pupils with SEN Support 6.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fairburn View Primary School is an amalgamation of the former Redhill Junior School and Redhill Infant School. The school was formed as a new school in September 2015. A new building was completed in November 2016. The school is a larger than average-sized primary school. The proportion of pupils eligible for support through the pupil premium is well above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The vast majority of pupils are of White British heritage. Very few speak English as an additional language. The school exceeds the government’s current floor standards, which are the minimum standards of achievement set by the Department for Education.

Summary of key findings for parents and pupils

This is a good school Despite considerable challenges, leaders have nevertheless improved the school since it opened. The enthusiastic staff are exceptionally positive about the support and challenge from their leaders. Leaders have created a determined, positive and professional culture. Senior leaders have developed an effective middle leadership team. Knowledgeable middle leaders are instrumental in securing continuing improvements in the quality of teaching and pupils’ outcomes. The checks that leaders carry out have secured a high degree of consistency in the quality of teaching. However, these checks do not identify precisely enough the specific impact of teaching on pupils’ learning that would sharpen teaching further. Teaching enables most pupils currently in the school to make good progress across the curriculum. However, outcomes are not yet consistently good. Too many pupils do not achieve the required standard in early reading. In addition, too few pupils are well enough prepared for secondary school. A broad, balanced, well-planned curriculum steadily builds pupils’ knowledge, understanding and skills in a wide range of subjects. Children in the early years settle quickly, grow in confidence and get off to a good start. Adults nurture exceptionally strong, caring, respectful relationships with pupils. As a result, pupils feel safe and secure. Pupils consistently work hard, exhibit good manners and get along well together. Leaders have been effective in developing a ‘can do’ attitude. Pupils have become increasingly resilient and confident. The personal development of pupils is good. Leaders actively promote the spiritual, moral and social development of pupils. Pupils demonstrate tolerance and respect for each other’s views. However, too many pupils have limited understanding about the diverse religions and cultures in modern Britain. This is because this aspect of the curriculum is not as well developed as most other aspects. Despite strenuous efforts to improve attendance, absence rates, especially for disadvantaged pupils, remain above the national average. Diligent governors carry out their roles effectively. However, there are several unfilled vacancies on the governing body. Too many current governors are either parents or staff members. This weakens accountability.