|Name||Faldingworth Community Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||20 September 2011|
|Address||High Street, Faldingworth, Market Rasen, Lincolnshire, LN8 3SF|
|Religious Character||Does not apply|
|Number of Pupils||70 (40% boys 60% girls)|
|Number of Pupils per Teacher||17.9|
|Percentage Free School Meals||24.6%|
|Percentage English is Not First Language||0%|
|Pupils with SEN Support||11.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This school serves a rural community and is much smaller than average. The pupils are all White British. A far higher proportion than usual enters or leaves the school roll at other than the usual times. The proportion of pupils known to be eligible for free school meals is above average. More pupils than average have special educational needs and/or disabilities. In some year groups, it is almost half the pupils. More pupils than average have a statement of special educational needs. These are for a variety of reasons including moderate or specific learning difficulties, and difficulties in speech, language and communication. The Early Years Foundation Stage comprises children of Nursery and Reception age. The governing body has just taken over the running of the mornings-only, on-site provision for three- to four-year olds. These children are now taught alongside Reception-age children in a separate area (the Foundation Stage Unit) linked to the infant class. Reception-age children spend the afternoons in the infant class (Key Stage 1: Years 1 and 2). There is one other class for pupils in Years 3 to 6 (Key Stage 2). The school has achieved several awards for its provision including Healthy School Status and the International Schools Award.
This is a good school that has improved its effectiveness since the last inspection. Pupils achieve well, they develop good personal skills, they enjoy school and they demonstrate considerate, respectful behaviour. There are a number of reasons for the improvements. Consistently good teaching has accelerated pupils’ progress. The good start in the Early Years Foundation Stage has been maintained and progress has now improved to good throughout the school. Careful lesson planning and good behaviour management ensure that pupils are fully engaged in learning in a lively and purposeful atmosphere. The curriculum is good. Its best features lead to pupils’ very strong contribution to the school and local community. The programme of social and emotional development does much to raise pupils’ self-esteem and to develop their independence and sense of responsibility. Provision for promoting healthy lifestyles, which has led to Healthy Schools Status, is reflected in pupils’ excellent adoption of healthy eating habits and their regular exercise regimes. The good levels of care, guidance and support provided create a fully inclusive, nurturing ethos. In consequence, pupils are tolerant and caring individuals who are able to give of their best within a safe and encouraging learning environment. Pupils with special educational needs and/or disabilities are well provided for. This diverse and large group is well managed. Features such as one-to-one tuition and high quality individual education plans have resulted in good outcomes. The plans are well thought through and contain clear targets which are specific to their differing personal and learning needs Parents and carers praise the ‘strong teaching group, led by the strong headteacher’. They feel their children’s ‘individual needs are understood and met well.’ Summing up these views, one wrote, ‘Faldingworth is a wonderful school with a professional and dedicated team of staff who work exceptionally hard to provide a safe and nurturing environment for all the children who attend. The headteacher provides a clear vision, well shared with staff. From the competent and knowledgeable governing body to the support and maintenance staff, all contribute well to pupils’ good learning and well-being. Literacy and numeracy are taught consistently well throughout the school and through a good range of subjects, but target setting for these key subjects is patchy. It is most successful in Key Stage 2 literacy and this gives older pupils clear pointers of how to move to the next level in their reading and writing. However, during the inspection, pupils who were asked could not readily recall their targets, and their responses to the pupils’ questionnaire confirmed a lack of clarity about how well they are doing. Parents and carers are not formally involved in their children’s target setting, which reduces the ways they can support their children’s learning. The inclusion of the three- to four-year olds in the Foundation Stage Unit has got off to a good start. Leaders and managers are already making checks on their practice in this area to ensure the best possible start and continuation for both Nursery and Reception children. However, due to this very recent development, evaluation of the way of working, to ensure each child’s needs are met, is at a very early stage. Nevertheless, self-evaluation is good throughout the school. Improvements are systematically planned for and progress checked. The impact of this is evident in improved pupils’ progress, teaching and the curriculum and clearly demonstrates good capacity for further improvement.