|Name||Fairfield Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 May 2014|
|Address||Rochdale Old Road, Bury, Lancashire, BL9 7SD|
|Religious Character||Does Not Apply|
|Number of Pupils||273 (44% boys 56% girls)|
|Number of Pupils per Teacher||23.4|
|Percentage Free School Meals||28.6%|
|Percentage English is Not First Language||13.2%|
Information about this school
Fairfield Community Primary School is a slightly larger than average sized primary school. The proportion of pupils who are known to be eligible for support through the pupil premium is above average. The pupil premium is additional funding allocated to the school for pupils known to be eligible for free school meals and those looked after by the local authority. The proportion of pupils supported by school action has risen to well above average. The proportion supported at school action plus or with a statement of special educational needs is above average. Most pupils are from White British backgrounds. ‘The Ark’ pupil learning centre in Bury is used to support the emotional, social and behavioural needs of specific pupils. There have been several changes in staffing since the previous inspection and considerable instability in staffing this year owing to illness and maternity leave The school offers a daily breakfast club. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Children in the Early Years Foundation Stage are taught consistently well. They make good progress and are ready for learning in Year 1. Pupils in Key Stage 1 make good progress and are on track to reach above average standards in mathematics, writing and especially in reading. Key Stage 2 pupils have made good progress this year. By the end of Year 6 attainment is rising to above average with more pupils reaching higher levels especially in mathematics. Teaching is good, with some that is outstanding. Marking is thorough and pupils reflect on teachers’ comments to improve their work. Well-targeted support, delivered by both teachers and well-trained teaching assistants, ensures that all pupils are making at least the progress expected of them and often more. Pupils are well-behaved, polite, happy and feel safe. They relish the many and varied opportunities to hold positions of responsibility. The headteacher and senior leaders have acted with determination and rigour to bring about rapid improvement across the school. Pupil attainment, the quality of marking and the monitoring of teaching are all areas that have improved significantly. Governors know the school well. They actively support and challenge the school to improve further. It is not yet an outstanding school because : The most-able pupils are not always challenged well enough to do their best especially in reading and writing. Leaders do not always make the best use of data to check the levels of progress made by pupils in Key Stage 2. The capacity of middle leaders to sustain on-going improvement has been limited by staffing issues.