Falconer’s Hill Academy


Name Falconer’s Hill Academy
Ofsted Inspection Rating Good
Inspection Date 16 May 2017
Address Ashby Road, Daventry, Northamptonshire, NN11 0QF
Phone Number 01327703132
Type Academy
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 234 (53% boys 47% girls)
Number of Pupils per Teacher 24
Academy Sponsor The David Ross Education Trust
Local Authority Northamptonshire
Percentage Free School Meals 19.7%
Percentage English is Not First Language 11.1%
Persisitent Absence 8.3%
Pupils with SEN Support 11.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The academy was established in April 2014. It is sponsor-led by the David Ross Education Trust. The majority of new staff were appointed by the new headteacher. The current headteacher was appointed in September 2014. There is one newly qualified teacher. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. The proportion of pupils who are eligible for free school meals is significantly above the national average. A small proportion of pupils attend part-time alternative provision. The proportions of pupils who are from minority ethnic backgrounds and speak English as an additional language are below the national averages. The proportion of pupils who have special educational needs and/or disabilities is below the national average. The majority of pupils are from White British backgrounds.

Summary of key findings for parents and pupils

This is a good school The school is a welcoming and inclusive environment where pupils are reminded daily about their mission of ‘flying high’. Pupils are determined to do their best and are proud of their school. Leaders and governors are ambitious and determined that the school continues to improve. Leaders pride themselves on providing a high-quality education for all pupils. The governing body is highly skilled. They use school information well to challenge leaders to ensure that the school’s work is accurate and effective. Leaders have effective plans in place to improve the school further. They have prioritised these improvements well in robust action plans. They check and evaluate the progress of their actions regularly. Teachers plan and deliver lessons that meet the pupils’ needs so that they make good progress in all subjects. The school provides for pupils’ spiritual, moral, social and cultural education very well. Pupils know that they are well supported by adults to meet the challenges of learning. Disadvantaged pupils make good progress because they are supported well by teachers and teaching assistants. Leaders effectively support vulnerable pupils and those who have special educational needs and/or disabilities. They work closely with the learning mentor who is knowledgeable and knows how to support pupils well so that they reach their full potential. Teachers do not always have the highest expectations of pupils. They do not insist pupils use the correct spelling, grammar and punctuation in all subjects. Consequently, pupils make repeated errors in their work. Teachers do not always demand from pupils the highest standard of presentation in their workbooks. Subject leaders’ action plans do not have appropriate timescales or milestones so that they are accountable for the actions taken to raise pupils’ achievement. Pupils who have special educational needs and/or disabilities and those pupils eligible for free school meals do not attend school as often as they should. Leaders improve outcomes for pupils, ensuring that pupils’ attainment and progress in reading and mathematics meets national expectations by the end of key stage 2.