Fairfield Primary School


Name Fairfield Primary School
Website http://www.fairfieldprimary.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 07 October 2014
Address Gallowbarrow, Cockermouth, Cumbria, CA13 0DX
Phone Number 01900821133
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 378 (44% boys 56% girls)
Number of Pupils per Teacher 23.7
Academy Sponsor Learning For Life Trust
Local Authority Cumbria
Percentage Free School Meals 5.5%
Percentage English is Not First Language 4.8%
Persisitent Absence 4.5%
Pupils with SEN Support 4.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fairfield is larger than the average- sized primary school. In September 2013, Fairfield Infant and Fairfield Junior schools amalgamated to form Fairfield Primary School. At that time, a headteacher and leaders and managers were appointed and a governing body was formed. There have been changes in staffing since the amalgamation. The proportion of disadvantaged pupils supported by the pupil premium is much lower than that found nationally. The pupil premium is additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority. The proportion of pupils who have special educational needs supported through school action is lower than that found nationally. The proportion of pupils supported at school action plus or with a statement of special educational needs is much lower than that found nationally. Almost all pupils are White British. The nursery provision in the early years is part time. The headteacher has been proactive in gaining support from a National Leader in Education who is the headteacher of Dearham Academy. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Children develop a love of learning from a young age in the early years where they can explore and find out things for themselves. They achieve well. In each year group, most pupils make good progress. Most disabled pupils and those who have special educational needs usually make progress at rates similar to their peers. The quality of teaching is good. Teachers plan activities to capture pupils’ imaginations and there are increasing opportunities for learning beyond the classroom. The behaviour of pupils is good. They settle well to learning and show respect for others during their playtimes. Pupils say they feel safe in school. They learn how to keep safe in their local community and other environments. Pupils’ spiritual, moral, social and cultural development is good. They are mindful of those less fortunate than themselves. The headteacher has worked tirelessly to implement many new policies and procedures. All staff share her vision for bringing out the best in pupils’ personal development and academic achievement. Leaders and managers, including the governing body, are focused on driving improvements. This has led to improvements in the quality of teaching and pupils’ achievements. The school continues to improve. It is not yet an outstanding school because : Pupils do not always make the same rate of progress in writing, particularly in Key Stage 2, as they do in other subjects. There are inconsistencies in how well pupils check their work for errors. Pupils do not always respond to teachers’ marking in order to improve their work. Strategies to check on the changes made to topic work and homework and the impact on raising achievement are at an early stage of development.