|Name||Falinge Park High School|
|Ofsted Inspection Rating||Good|
|Inspection Date||17 September 2013|
|Address||Falinge Road, Shawclough, Rochdale, Lancashire, OL12 6LD|
|Religious Character||Does not apply|
|Number of Pupils||1238 (51% boys 49% girls)|
|Number of Pupils per Teacher||15.5|
|Percentage Free School Meals||27.5%|
|Percentage English is Not First Language||70.4%|
|Pupils with SEN Support||12.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Falinge Park is larger than most secondary schools nationally. The proportion of students known to be eligible for support through the pupil premium is well-above average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority.) About 75 % of students are from minority ethnic backgrounds, mostly of Pakistani or Bangladeshi heritage. The proportion of students who speak English as an additional language is well-above average. The proportion of students supported through school action is well-above average. The proportion of students supported by school action plus or with a statement of special educational needs is broadly average. More students than is typical join and/or leave the school at other than normal times. A very small number of students attend part-time vocational courses at Hopwood Hall College of Further Education. The school meets the current government’s floor standards that set the minimum expectations for students’ attainment and progress in English and mathematics.
Summary of key findings for parents and pupils
This is a good school. Achievement is good and rising. The vast majority of students make the progress expected of them. The proportion making better progress than this in English is in line with the national average while in mathematics it is above. Students known to be eligible for support through the pupil premium attain above the national average for similar students. Their attainment is very close to other students in the school. This reflects the excellent support and guidance that they receive. For the same reason, students who speak English as an additional language and those who are disabled or who have special educational needs also make good progress and achieve well. The school prepares students well for future success. Nearly all go on to further education, training or employment when they leave. Teaching is usually good with some that is outstanding. Most teaching is purposeful and promotes very strong relationships between adults and students. Students behave well and have positive attitudes to learning. They feel very safe in school and are proud of their school. Leaders and managers are exceptionally successful in creating a harmonious school community in which all students, regardless of ethnicity or background, get along outstandingly well with each other. Leaders and managers, including the governing body, know what the school does well and where it could do even better. They have a clear view of how well the school could and should be doing. They are rigorous in monitoring the quality of teaching and improving its quality. This is leading to sustained, rising levels of achievement. Students’ spiritual, social, moral and cultural development is outstanding. It is underpinned by the school’s strong respect for each student as a valued individual. It is not yet an outstanding school because : Although the proportion is rising, not enough students make more than the progress expected of them. Not enough teaching is outstanding and a small amount requires improvement.