Fairlawn Primary School

Name Fairlawn Primary School
Website http://www.fairlawnschoolbristol.org
Ofsted Inspection Rating Good
Address Fairlawn Road, Montpelier, BS6 5JL
Phone Number 01179553914
Type Academy
Age Range 4-11
Religious Character None
Gender Mixed
Number of Pupils 175 (46.9% boys 53.1% girls)
Number of Pupils per Teacher 17.5
Academy Sponsor Venturers Trust
Local Authority Bristol, City of
Percentage Free School Meals 14.3%
Percentage English is Not First Language 18.2%
Persisitent Absence 6.5%
Pupils with SEN Support 7.7%
Catchment Area Indicator Available Yes
Last Distance Offered Available No
Highlights from Latest Full Inspection (26 April 2018)
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Information about this school

The school is smaller than the average primary school. The school opened in September 2015 and is growing in size from Reception and key stage 1 upwards. The principal was instrumental in setting up the school along with the local board of governors. The school was formerly part of the Colston’s Girls’ School Trust, which merged with Venturers Trust in September 2017. The majority of pupils attending the school are of White British heritage, with an increasingly diverse community. The proportion of pupils who are supported by the pupil premium funding is below the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The proportion of pupils who have an education, health and care plan is well below the national average.

Summary of key findings for parents and pupils

This is a good school Since the school’s inception, leaders have demonstrated high expectations of developing a culture of positive learning attitudes throughout the school. The quality of teaching and learning ensures that pupils make good progress. Leaders and governors have an accurate understanding of the school’s strengths and areas for development. The plans in place for improvement are having a positive impact on pupils’ progress. Middle leaders are still developing their roles within the school. As yet, they are not checking and improving the quality of teaching in their areas fully enough. The provision for pupils who have special educational needs (SEN) and/or disabilities is well planned. Welfare, support and interventions for these pupils are effective. This carefully tailored support enables them to make good progress from their starting points. Teachers do not ensure that pupils apply their knowledge of grammar and punctuation in extended writing. Pupils’ handwriting is not well formed. In mathematics, pupils have a good understanding of calculation in number. Their problem-solving and reasoning skills are less well developed. The school’s enquiry-based curriculum and enrichment activities enable pupils to extend their knowledge, understanding and skills well. Leaders promote equality of opportunity for all pupils. Pupils’ understanding of the values of the school is a strong feature. Phonics is well taught. Reading is a strength of the school. However, pupils are not always using their phonics skills to make correct choices when spelling. Behaviour is good. Pupils have positive attitudes to their learning and apply themselves well to their work. Typically, they are polite and friendly and enjoy all that the school has to offer. Pupils feel safe and secure. There are positive and trusting relationships between pupils and staff. Teachers and support staff are very committed to pupils’ care and well-being. Safeguarding is effective. The school’s culture ensures that pupils remain safe. Pupils have a good understanding of how to keep themselves safe. Overall attendance is in line with the national average and is rising. Few pupils are persistently absent from school. Parents and carers are overwhelmingly supportive and happy with the school and its leadership. ly