|Name||Fairhaven Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||16 January 2018|
|Address||Barnett Lane, Wordsley, Stourbridge, West Midlands, DY8 5PY|
|Religious Character||Does not apply|
|Number of Pupils||306 (50% boys 50% girls)|
|Number of Pupils per Teacher||24.1|
|Percentage Free School Meals||5.6%|
|Percentage English is Not First Language||1%|
|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 this school
Fairhaven Primary School is larger than the average primary school. Children in the early years are taught in a new purpose-built classroom. The majority of pupils in key stages 1 and 2 are taught in single year-group classes but there are three mixed year-group classes of Years 1 and 2, Years 3 and 4 and Years 5 and 6. The proportion of pupils who have SEN and/or disabilities is below average. The proportion of pupils with an education, health and care plan is below average. The vast majority of pupils are from White British backgrounds. The proportion of disadvantaged pupils is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school manages a breakfast club and an after-school club.
Summary of key findings for parents and pupils
This is a school that requires improvement In 2017, the proportion of pupils achieving the expected standard in reading, writing and mathematics at the end of key stage 2 was well below the national average. In 2017, progress rates at the end of key stage 2 in reading and mathematics were significantly below those seen nationally. The progress of pupils currently in school is improving but it is not yet consistent across all year groups. Recent developments to improve the quality of teaching and raise standards are not yet fully embedded and are yet to show substantial impact on pupils’ outcomes. Teachers do not yet apply expectations in terms of pupils’ handwriting and presentation consistently well. Teachers’ assessments of pupils’ learning are not consistently accurate. As a result, some teachers do not routinely match activities to pupils’ abilities to enable pupils to make rapid progress. Leaders do not analyse records of behavioural incidents sufficiently well to enable them to identify trends and put appropriate support in place for pupils quickly enough. Evaluations of the impact of the additional support pupils receive are not always used strategically to inform next steps. The school has the following strengths Leaders, including governors, are aware of the areas for improvement. They have identified the correct priorities and are putting in place a wide range of support and training for staff to improve the quality of teaching and raise standards. Pupils behave well. They are proud of their school and the part they play in its improvement. The school promotes pupils’ spiritual, moral, social and cultural development well. The curriculum is enriched by frequent trips and visits which relate to pupils’ learning experiences in a range of subjects. Provision in the early years and the teaching of phonics are good. The arrangements for safeguarding are effective.