Fairfield Academy

Name Fairfield Academy
Website http://www.fairfield-academy.co.uk
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 14 December 2010
Address Mendip Avenue, Scartho, Grimsby, North East Lincolnshire, DN33 3AE
Phone Number 01472879301
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 344 (47% boys 53% girls)
Number of Pupils per Teacher 25.9
Academy Sponsor The David Ross Education Trust
Local Authority North East Lincolnshire
Percentage Free School Meals 7%
Percentage English is Not First Language 4.7%
Persisitent Absence 4.2%
Pupils with SEN Support 7.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

This is an average-sized primary school. The proportion of pupils known to be eligible for free school meals is lower than average. Most pupils are White British and there are very few pupils in the early stages of learning to speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is broadly average. One-third of these pupils have behavioural, emotional and social difficulties. The school has gained the Investors in People award, the Artsmark and Activemark, BECTA ICT mark, FMSIS and has Healthy School status. A deputy headteacher has been appointed for January 2011. At the time of the inspection a senior teacher was acting deputy headteacher. The privately managed childcare provision and children’s centre which share the school’s site did not form part of this inspection.

Main findings

Fairfield is now a good school because the headteacher has so successfully led the drive to improve pupils’ achievement. The strong and effective support of senior staff and the governing body have contributed well to developments in teaching that have in turn accelerated pupils’ progress. Rigorous systems to monitor and evaluate the school’s work mean that leaders have an accurate view of its strengths and where further development is needed. This is a school moving forward as a result of a systematic approach to tackling well judged priorities, and it has a good capacity to sustain improvement. Pupils make good progress from their individual starting points, in line with the overall good quality of teaching. However, there are a few inconsistencies in teaching which mean that learning is not as good in every lesson. Occasionally, for example, pupils spend time listening to the teacher when they could be learning more independently. Pupils’ understanding of their targets has improved greatly since the previous inspection. Marking is usually good but from time to time does not point out to pupils exactly how they can improve their work. The curriculum meets pupils’ needs satisfactorily and has a number of good features. For instance, pupils are stimulated regularly by activities that encourage them to be enterprising, involve good partnerships with the local community and help to prepare them well for their future lives. However, there are not enough planned opportunities for pupils to apply their writing skills to subjects other than English. Work has begun to ensure that the transition from the Reception Year curriculum to that in Year 1 is smooth enough for all pupils but there has not been time for this to be embedded sufficiently. The school takes good care of pupils and makes sure that they feel safe. Pupils point to many examples of the school’s concern for them, such as the provision of high-visibility vests when they are learning in the wider community. Less obvious is the careful attention paid to supporting pupils who may be more vulnerable and those with special educational needs and/or disabilities. This work means, for example, that pupils who initially find it very hard to manage their own behaviour become increasingly self-controlled as they respond to the arrangements made for them. Pupils mirror the school’s care for them in their own attitudes to others. They readily take on a host of responsibilities and carry them out conscientiously. For instance, junior sports leaders successfully encourage other pupils to be physically active during playtimes, because they appreciate the importance of healthy lifestyles.