|Name||Fairlands Primary School|
|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||03 October 2012|
|Address||Pound Avenue, Stevenage, Hertfordshire, SG1 3JA|
|Religious Character||Does not apply|
|Number of Pupils||656 (50% boys 50% girls)|
|Number of Pupils per Teacher||22.2|
|Academy Sponsor||The Claxton Trust|
|Percentage Free School Meals||18.7%|
|Percentage English is Not First Language||21.8%|
|Pupils with SEN Support||24.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
The school is larger than the average-sized primary school. Following an extensive building programme, the school has become a three-form entry primary school. The proportion of pupils who are from minority ethnic groups and who speak English as an additional language is broadly average. The proportion of pupils who are supported at school action is above average, although the proportion of pupils who are supported at school action plus or with a statement of special educational needs is average. Their needs relate mainly to emotional and behavioural difficulties or speech, language and communication difficulties. The proportion of pupils who are known to be eligible for free school meals and for whom the school receives additional income (the pupil premium) is above average. There is a breakfast club that is managed by the governing body and was included in this inspection. There is on-site pre-school provision that is not managed by the governing body, so was not part of this inspection. The school meets the government’s current floor standards, which set the minimum expectations of pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. School leaders have established a culture of high expectations and a positive climate for learning in which pupils achieve well, both academically and personally. School leaders and governors have successfully tackled previous weaknesses in teaching through a robust system of performance management. This has led to improvements in pupils’ achievement. Pupils make good progress in reading and mathematics and reach standards that are above average by the end of Year 6. Disabled pupils and those who have special educational needs make similar progress to their classmates as a result of the good support they receive. The quality of teaching has improved, with most being good and an increasing proportion that is outstanding. Staff implement the school’s behaviour policy consistently and pupils feel safe and they behave well. They enjoy working and playing together, reflecting the school’s provision for their spiritual, moral, social and cultural development. The school provides very good support for the very few pupils who find some aspects of school difficult to manage. It works in close partnership with parents and outside agencies. As a result, exclusions have fallen and most pupils attend school regularly and on time. The Early Years Foundation Stage provides a calm, nurturing environment in which children thrive and flourish. It is not yet an outstanding school because : Pupils do not make as much progress in writing as they do in reading and mathematics. The activities provided for pupils are not always matched well enough to their learning needs.