|Name||Fakenham Junior 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||24 June 2015|
|Address||Queen’s Road, Fakenham, Norfolk, NR21 8BN|
|Religious Character||Does not apply|
|Number of Pupils||311 (55% boys 45% girls)|
|Number of Pupils per Teacher||21.8|
|Academy Sponsor||Synergy Multi Academy Trust|
|Percentage Free School Meals||14.7%|
|Percentage English is Not First Language||8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is an average-sized junior school. There are two classes in each year group except Year 5, where there are three. There is also a class with pupils from both Years 3 and 4. The proportion of boys is larger than average. The vast majority of pupils are White British. The proportion of pupils eligible for the pupil premium is broadly in line with the national average. The pupil premium is additional funding for pupils who are looked after by the local authority or known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs is above average. The school meets the government’s current floor standards, which set the minimum expectations for attainment and progress in reading, writing and mathematics at the end of Year 6. The school is part of an informal group of local schools that remain independent of one another but work cooperatively. The school runs a breakfast club every weekday.
Summary of key findings for parents and pupils
This is a good school. Through effective leadership, the headteacher, other school leaders and governors have improved the quality of teaching and raised pupils’ achievement so they are both now good. The school looks outward, always open to new ideas that will improve the quality of education. Key to many improvements since the previous inspection is the use of information to check how well the school is doing, spot weaknesses and make changes when necessary. Skilled subject leaders drive many improvements in their areas of responsibility. Pupils’ spiritual, moral, social and cultural development is good. Pupils have a good understanding of British values such as respect. Pupils’ attendance is above average because it is checked regularly and action taken if necessary. Pupils’ behaviour is good because pupils respond positively to praise from staff. Staff are vigilant at keeping pupils safe. As a result, pupils say they feel safe in school. Teaching is good because all staff take note of the effective training they receive. They respond positively to the suggestions for improvement given in regular checks of their teaching. Pupils throughout the school make good progress in relation to their different starting points. Pupils make particularly good progress in writing. Technology is used very effectively so good learning in school can be extended at home. It is not yet an outstanding school because : Sometimes, all pupils are expected to go through easier tasks before more difficult ones, even if they already know how to do them. This slows progress, particularly that of the most able. Teachers’ marking does not always give pupils the precise guidance they need to help them improve. Recent improvements in how grammar, punctuation and spelling lessons are taught and organised have not yet raised standards sufficiently.