Falcons Primary School


Name Falcons Primary School
Website http://www.falconsprimary.org/
Ofsted Inspection Rating Good
Inspection Date 12 September 2017
Address George Hine House, Gipsy Lane, Leicester, Leicestershire, LE5 0TA
Phone Number 01164510050
Type Academy
Age Range 4-11
Religious Character Sikh
Gender Mixed
Number of Pupils 343 (46% boys 54% girls)
Number of Pupils per Teacher 21.0
Academy Sponsor Akaal Education Trust
Local Authority Leicester
Percentage Free School Meals 8.2%
Percentage English is Not First Language 56.3%
Persisitent Absence 11.5%
Pupils with SEN Support 9.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

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 school was opened in October 2014 by the Akaal Education Trust. The school is of a Sikh denomination but at least half of its places are available for non-Sikh children. It is a rapidly growing school and is now of an average size compared to schools of a similar type. Currently, the oldest pupils on roll are in Year 5. There is no provision for two-year-olds. The proportion of pupils supported through the pupil premium is broadly average. Almost all the pupils are from minority ethnic backgrounds. Most pupils are of an Indian background. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils who speak English as an additional language is much higher than average.

Summary of key findings for parents and pupils

This is a good school The headteacher is a respected, determined and skilled leader. She leads her staff effectively. The senior leadership team members model their high expectations for every child. They monitor closely how well pupils are learning and provide effective support to improve the quality of teaching. Motivated teachers, well supported by teaching assistants, deliver lessons that pupils greatly enjoy. They teach pupils consistently well and assess pupils’ progress accurately. The governing body is confident, knowledgeable and skilled. Governors ask searching questions of senior leaders to ensure that all pupils make at least good progress from their starting points. Pupils’ personal development and welfare are at the heart of the school’s work, which is outstanding in this area. Pupils know how to stay safe and healthy. Their spiritual, moral, social and cultural development is exemplary. Pupils’ conduct in school is excellent. They get on extremely well together, try their best and embrace the school’s deeply held values. The school’s promotion of equality and the promotion of diversity are evident in all aspects of school life. Pupils are kept safe. Staff know their responsibilities and are well trained to spot and report any concerns about pupils’ well-being. Children get off to a good start in the early years because they are taught consistently well. Caring and welcoming staff ensure that children settle in quickly. They are particularly effective in promoting children’s independence. Pupils’ attendance, which was previously too low, is rising considerably. Almost all pupils are now attending regularly. Teachers in key stage 2 do not consistently plan and deliver lessons that ensure that boys develop sufficient confidence to make fast enough progress in their writing. Boys often do not write long enough pieces of work. Not all teachers in key stages 1 and 2 give the most able pupils activities that challenge them sufficiently, especially in mathematics.