Fairstead Community Primary and Nursery School

About Fairstead Community Primary and Nursery School Browse Features

Fairstead Community Primary and Nursery School


Name Fairstead Community Primary and Nursery School
Website http://www.fairstead.norfolk.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 08 March 2011
Address William Booth Road, Fairstead, King’s Lynn, Norfolk, PE30 4RR
Phone Number 01553774666
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 442 (50% boys 50% girls)
Number of Pupils per Teacher 24.4
Local Authority Norfolk
Percentage Free School Meals 25.3%
Percentage English is Not First Language 30.3%
Persisitent Absence 12.5%
Pupils with SEN Support 8.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about the school

The school is a larger-than-average primary school. It draws pupils from the eastern part of King’s Lynn, an area of significant deprivation. The proportion of pupils known to be eligible for free school meals is well above the national average. Two thirds of pupils are of White British heritage, a quarter have another White background, and others are from a variety of different ethnic heritages. Just over a quarter speak English as an additional language, and 20 pupils are at an early stage in acquiring the language. The proportion of pupils with a statement of special educational needs is well above the national average. Since the last inspection, a nursery class has opened and a breakfast club has been established. The school achieved the Investors in Families award in October 2010.

Main findings

This is a good and improving school that is strongly focused on continuing to raise pupils’ achievement. Pupils are happy and secure at school and thrive in an atmosphere of mutual respect. They learn how to learn, and this enables them to make the most of the many opportunities the school offers, in and out of the classroom. Pupils are taught well, with careful attention to the knowledge and skills expected at each age. As a result, they make good and sometimes excellent progress, often from a low starting point. Their attainment by the time they leave is broadly average. The school values pupils as individuals and tailors its provision to help overcome any barriers to learning. Swift action is taken if pupils are falling behind and personalised interventions are effective in accelerating progress. Pupils for whom English is an additional language are supported well and make rapid progress so that they participate fully in school life. The school recognises that the speaking skills of many pupils are underdeveloped and that this impedes their learning. Pupils are encouraged to ask questions, to talk ideas through with partners and to use new vocabulary. However, they are not consistently challenged to turn their thoughts into words and to speak out clearly and confidently. Pupils make good progress in writing, though teaching does not always ensure that accuracy in spelling, punctuation and handwriting is maintained when pupils are working on their own. Pupils behave well. They show good manners and are caring towards others, responding to the good example and clear expectations of the adults around them. Rewards, such as a lunchtime place at the top table with the headteacher, are highly prized. Pupils are fully involved in exploring ideas about how to make the school better, and they are keen to play their part, for example in looking after younger ones in the playground. Attendance has improved and is broadly average. The headteacher and senior staff lead the school with vision and determination to help all pupils achieve their potential. Teamwork by the whole staff is strong and good practice is shared. The school uses its resources carefully to maximise pupils’ learning and enrich their educational experience. The school engages effectively with parents, listening to their concerns and welcoming their involvement in school life. It is not yet fully harnessing their support for learning at home, for example through regular reading. The newly established governing body is well led so that it has a clear understanding of its responsibilities and is effectively developing its oversight of the school’s work. The school has a good capacity to continue to improve. It takes stock constantly of what it is doing well and what it could do better and uses this evaluation to plan purposeful action for improvement. It sets challenging targets that it is largely successful in meeting, and has a strong team to lead the school’s further development.