|Name||Falkland Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||07 February 2012|
|Address||Andover Road, Newbury, Berkshire, RG14 6NU|
|Religious Character||Does Not Apply|
|Number of Pupils||453 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.8|
|Local Authority||West Berkshire|
|Percentage Free School Meals||2.6%|
|Percentage English is Not First Language||5.3%|
Information about the school
This school is larger than the average-sized primary school and located in an urban area of Newbury. The proportion of pupils who are known to be eligible for free school meals is below average. Most pupils are of White British heritage, with a few pupils from a range of other heritages. Very few pupils speak English as an additional language. The proportion of disabled pupils and those who have special educational needs is below average. These pupils have a range of needs, including moderate and complex learning needs, physical disabilities and autistic spectrum disorder. The Early Years Foundation Stage comprises two Reception classes. A new headteacher and deputy headteacher have been appointed since the previous inspection. The school meets the current floor standard, whereby the government sets the minimum expectations for attainment and progress. Among the many awards the school has achieved are the Healthy School award and the International School award.
This is a good school. The clear vision of the headteacher and her senior leaders, coupled with accurate self-evaluation, has meant that improvements have continued to be made since the previous inspection. Leaders have an accurate view of the areas for development and have demonstrated their capacity to sustain improvements through their impact on improving teaching, particularly of writing across the school. Good teaching has enabled pupils to make good progress and maintain above average levels of attainment. This is because teachers use the effective systems to track pupils’ progress and to plan carefully for their learning needs, so that tasks challenge pupils of all abilities. In the best lessons teachers ask probing questions to identify where pupils need further support or explanation and they adapt the tasks accordingly. However, this is not consistent in all classes. The use of ‘success ladders’ means that pupils are involved in accurately evaluating the work they have done. Effective verbal feedback gives them confidence about what they need to do next. Occasionally the work in mathematics is not as engaging for girls and their progress slows because they do not have the confidence to challenge themselves. Disabled pupils and those who have special educational needs are well supported because their needs are clearly identified, appropriate strategies are implemented, and the impact of these analysed. As a result, they make good progress. While the teaching of how to link sounds and letters (phonics) leads to confident readers and supports pupils writing well by the end of Year 6, it is not taught consistently across all classes and this means that progress in English is uneven. Behaviour is good; pupils show positive attitudes to learning and enjoy the topics they study. They like being at school and as a consequence their attendance is above average.