Fairfield Primary School

Name Fairfield Primary School
Website http://www.fairfieldprimary.org.uk/
Ofsted Inspection Rating Good
Inspection Date 02 November 2011
Address Glenfield Road, Fairfield, Stockton-on-Tees, TS19 7PW
Phone Number 01642581305
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 481 (51% boys 49% girls)
Number of Pupils per Teacher 19.7
Local Authority Stockton-on-Tees
Percentage Free School Meals 12.1%
Percentage English is Not First Language 3.1%
Persisitent Absence 6.6%
Pupils with SEN Support 12.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

Most of the pupils who attend this above-average-sized primary school are of White British heritage. A smaller than average proportion is from a minority ethnic background. Very few pupils speak English as an additional language, a very small minority of whom is at the early stage of learning English. A smaller-than-average proportion is known to be eligible for free school meals. A smaller percentage of pupils than average have special educational needs and/or disabilities. A few have a statement of special educational needs. The school has acquired a number of awards, including the gold award for Healthy Schools status. In the previous school year, 2010 to 2011, the school underwent extensive refurbishment and building work. There is a childcare and before- and after-school provision on the school site but this is led and managed independently and subject to a separate inspection. Inspection grades: 1 is outstanding, 2 is good, 3 is satisfactory and 4 is inadequate Please turn to the glossary for a description of the grades and inspection terms

Main findings

Fairfield Primary is a good school. Pupils say they enjoy coming to school because : they learn lots of new things. Their achievement is good. Pupils attain above average standards by the end of Year 6 from average starting points when they enter the nursery. All pupils, including those with special educational needs and/or disabilities, those who are more potentially vulnerable than most, and the small proportion of pupils learning to speak English as an additional language, make good progress because the school makes good provision for their needs. Children get off to a good start in the Early Years Foundation Stage, where they are cared for outstandingly well and the teaching and curriculum are good. Parents, carers and pupils hold very positive views about the school In Key Stages 1 and 2 most of the teaching is good or better. However, there is a very small amount of satisfactory teaching. This is most often seen when pupils are grouped by ability for literacy and numeracy lessons. The more-able pupils in each of the sets for these lessons are not always sufficiently challenged and, therefore, on such occasions make satisfactory rather than good progress. Most lessons are characterised by teachers’ good explanations and questioning to ensure pupils’ knowledge is accurate and misconceptions are eradicated. Although the approach to marking pupils’ work is good overall, and usually provides very useful feedback for pupils on how to improve their work, there is some variation in the quality of feedback for pupils between classes. The curriculum provides pupils with a good range of learning experiences within lessons and in the many well-attended after-school clubs. The good quality care, guidance and support pupils receive ensure they feel exceptionally safe. The school is a harmonious and inclusive community. Pupils get on very well together and with staff. Their attendance, punctuality and behaviour are good and pupils relish having jobs to do. Leadership and management are good because senior leaders are determined to ensure that areas for development are successfully addressed. Rigorous systems are in place to check pupils’ progress and development and to ensure that pupils have equality of opportunity. The school’s self-evaluation effectively ensures that strengths and areas for improvement are accurately identified. Systems for evaluating the quality of teaching are in place, but the school recognises that these are not yet focused sharply enough on moving satisfactory quality teaching to good and improving the good teaching to outstanding. Since the previous inspection, the school’s plans for improvements have become much more focused and improvements have been successfully achieved, for example, using tracking procedures to ensure individual pupils are achieving as well as they can and improving pupils’ attendance. As a result, the school demonstrates good capacity to sustain improvements.