Fairfield Primary School

Name Fairfield Primary School
Website http://www.fairfieldprimaryschool.org.uk/
Ofsted Inspection Rating Good
Inspection Date 13 January 2015
Address Peelhouse Lane, Widnes, Cheshire, WA8 6TH
Phone Number 01514240123
Type Primary
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 574 (52% boys 48% girls)
Number of Pupils per Teacher 17.8
Local Authority Halton
Percentage Free School Meals 33.1%
Percentage English is Not First Language 5.7%
Persisitent Absence 7.5%
Pupils with SEN Support 18.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is much larger than the average-sized primary school. Fairfield Primary School was created following the expansion of Fairfield Junior School in January 2014 to include the age ranges of Fairfield Infant School. This new school has not previously been inspected. There have been significant increases in pupil numbers and changes in staff and governors in the last 12 months. The very large majority of pupils are of White British heritage. There are only a few pupils from other ethnic backgrounds and cultural traditions, including those who speak English as an additional language. The proportion of disabled pupils or those with special educational needs is broadly average. The proportion of pupils supported through the pupil-premium funding is high. This additional government funding is provided for pupils known to be eligible for free school meals and children who are looked after by the local authority. The school meets the government’s current floor standard, which is the minimum expectation for pupils’ achievement and progress in English and mathematics by the end of Year 6. The school provides a before- and after-school club, which is subject to separate inspection. The school works in close partnership with the Connect 5 group of local schools and Wade Deacon High School.

Summary of key findings for parents and pupils

This is a good school. This is a popular and successful school that keeps the development of the whole child at the heart of all it does. The passionate and determined headteacher, very ably assisted by the deputy headteacher, provides highly skilled leadership in driving the school forward and improving the quality of teaching, the achievement of pupils and their attendance. Staff and governors are fully united in working for the benefit of all the pupils, their families and the local community. Morale is high. The rich and broad range of subjects is extremely well organised and promotes pupils’ social, moral, spiritual and cultural development very well. The school has excellent relationships with parents, the wider community and other schools. Governors have skilfully helped to develop this new school. They offer rigorous challenge and support to senior leaders in their passionate determination to make the school the best it can be. Pupils’ behaviour is good and sometimes outstanding. They have highly positive attitudes to learning and are proud of their school. Pupils feel safe. They enjoy the wide range of clubs and opportunities to take on responsibilities. Pupils’ exceptionally positive relationships with staff help them to develop mutual respect, grow in self-confidence and try hard. Teaching is usually good and sometimes outstanding. As a result, pupils are progressing well. Pupils in the majority of year groups make good progress. By the end of Year 6, they reach standards that are broadly average in reading and writing and above average in mathematics. Standards across the school are rising. Children in the early years achieve well from their different starting points due to good teaching, a highly stimulating learning environment and staff that care about them as individuals. It is not yet an outstanding school because : There is some variability in the progress made across the year groups and achievement is not as good in reading and writing as it is in mathematics. Sometimes pupils, in particular those of lower ability and the most able, are not always given work that is demanding enough. Pupils do not always receive clear guidance on how to improve their work or given time to respond to advice given. Middle leaders are still developing their role so that they can become even more effective in improving teaching and learning and the achievement of pupils.