Fairway Primary Academy


Name Fairway Primary Academy
Website http://www.fairwayprimary.co.uk
Ofsted Inspection Rating Good
Inspection Date 15 January 2015
Address Muirfield Gardens, Kings Norton, Birmingham, West Midlands, B38 8XQ
Phone Number 01214643200
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 209 (44% boys 56% girls)
Number of Pupils per Teacher 25.8
Academy Sponsor University Of Wolverhampton Multi Academy Trust
Local Authority Birmingham
Percentage Free School Meals 39.5%
Percentage English is Not First Language 4.3%
Persisitent Absence 6.6%
Pupils with SEN Support 14.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This school is an average-sized primary school. The school converted to become an academy school in April 2013. When its predecessor school, also called Fairway Primary School, was last inspected by Ofsted, it was judged to be satisfactory. The school is sponsored by the Education Central Trust. The Local Advisory Body became the governing body in April 2013. The proportion of disabled pupils and those who have special educational needs is about one in ten. This is below the national average. The pupil premium provides support for about one in three pupils in the school. This is above average. The additional funding is used to support pupils who are known to be eligible for free school meals and children who are looked after by the local authority. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of Year 6. The proportion of pupils who come from White British heritage is broadly average as is the proportion (approximately one in four) of pupils from a number of different minority ethnic backgrounds. Very few pupils speak English as an additional language. Children in the early years (Reception class) attend full-time. The school operates before and after-school provision.

Summary of key findings for parents and pupils

This is a good school. Pupils thrive in the positive, caring environment of this improving school, to become confident and capable learners who are well prepared for the next stage of their education. The headteacher provides clear direction and has the full support of his staff and governors. All have an accurate view of the school’s strengths and areas for development. Through their good management of teachers’ performance, leaders, managers and governors have successfully improved the quality of teaching and pupils’ achievement. By the time they leave the school, most pupils achieve the standards expected of eleven-year-olds in reading, writing and mathematics. This represents good progress from often low starting points. Attainment in reading was significantly above average in 2014. All aspects of the early years’ provision are good. Children settle quickly because of the good quality nurture they receive. The good progress made by disabled pupils and those who have special educational needs is the result of careful analysis of their needs and the effective support provided. The needs of the most-able pupils are also well catered for, so they reach high standards. Pupils’ behaviour is good in lessons and at all other times during the day. Pupils feel safe in school. Pupils told inspectors that there is always someone they could go to if they have a problem. Governors visit the school regularly to observe lessons and work with senior managers to check that improvements are working and that pupils are doing well. They hold the school leadership to account effectively for their performance. It is not yet an outstanding school because : In a few lessons, teachers do not fully enthuse or challenge pupils and learning is slower. A very small minority of parents do not have confidence in some aspects of the school’s work. Marking is not always effective in helping pupils to improve their work and pupils are not routinely expected to respond to the guidance that is provided.