|Name||Falkland Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 January 2020|
|Address||Andover Road, Newbury, Berkshire, RG14 6NU|
|Religious Character||Does not apply|
|Number of Pupils||453 (51% boys 49% girls)|
|Number of Pupils per Teacher||25.6|
|Local Authority||West Berkshire|
|Percentage Free School Meals||4.4%|
|Percentage English is Not First Language||5.3%|
|Pupils with SEN Support||10.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Falkland Primary School continues to be a good school.
What is it like to attend this school?
Pupils are happy at school and feel well cared for. One pupil said, ‘It’s like a second home.’ Leaders are aspirational for pupils and determined to give them the best possible education. Staff have designed a curriculum that ensures pupils achieve well. Teachers have high expectations of pupils, and they plan tasks to challenge their thinking.
Pupils say that they feel safe at school. They are well behaved and show great respect for each other and their teachers. Pupils are clear that there is very little bullying and that it is unacceptable. They say that if they have any problems of this sort, staff help them to sort things out quickly.
Pupils particularly like attending the activities provided outside of the school day. These include an extensive range of extra-curricular activities and clubs. The school provides well for pupils who show an aptitude for music and sports.
Parents and carers are positive about the school. They appreciate the warmth, care and the curriculum opportunities that the school provides. The thoughts of many parents were summed up by one who said, ‘This is a great school that my daughter loves to attend, and she is excelling in her work.’
What does the school do well and what does it need to do better?
School leaders make sure that pupils have a broad and interesting education. They are ambitious for pupils in each area of the curriculum. In most subjects, teachers plan lessons which build pupils’ knowledge and skills well. Staff set clear expectations of what they want children to learn. Teachers across the school receive high-quality training. This helps them to spot when pupils are finding work too easy or too hard. Teachers use this information to amend their teaching.Leaders have created a curriculum that ensures pupils succeed. Staff know pupils’ needs well, including disadvantaged pupils and those with special educational needs and/ordisabilities. Pupils who need extra help receive insightful guidance from staff in The Den (a part of the school specifically used to support pupils with additional needs). As a result, any gaps in their knowledge and understanding are addressed thoroughly.Leaders plan strong links between different subjects for all pupils. This develops their understanding across the breadth of the curriculum. Leaders have improved teachers’ skills, especially in the teaching of mathematics and reading. However, curriculum planning in a small number of foundation subjects, such as history, is not yet as effective as in other areas.Leaders have made reading a priority. Pupils start learning phonics from the start of Reception. They follow a well-planned phonics programme that helps pupils to read words accurately. Leaders make sure that pupils who need more help to become fluent readers get the practice that they need. Pupils love listening to the class novels at the end of the school day. Teachers and support staff ask pupils challenging questions about these texts and the books read by pupils. For example, Year 5 pupils’ thinking was stretched when reading ‘Holes’. They had to justify how someone might be able to ‘own’ shade.Pupils’ behaviour contributes positively to their achievement. Pupils have very positive attitudes to learning. They listen attentively to staff. Pupils act carefully on the guidance they get to help them improve their work. They concentrate well. This helps them to produce good-quality work in a wide range of subjects, including art and geography.Leaders provide rich opportunities to support pupils’ personal development. Leaders want pupils to be responsible and caring. Pupils act as sports leaders to develop their leadership and organisational abilities. Staff use discussions during lessons well to improve pupils’ social and communication skills.
Children in the early years experience an exciting curriculum. Children are enthusiastic and happy. Staff have strong knowledge of the areas of learning that they teach. Consequently, children achieve well. Staff teach phonics in a logical way. Teachers plan numerous opportunities across all areas of learning to increase the number of sounds and words children know. Staff check that the books children read help them to remember the sounds that they have been learning in class.
Leaders engage meaningfully with staff to plan their work carefully. Staff have additional time to complete important tasks. Leaders work well to ensure that staff use their time planning how they will deliver the curriculum successfully to all groups of pupils.
Governors bring a strong set of skills to their role. This helps them to support and challenge school leaders appropriately. They understand the strengths and weaknesses of the curriculum and where it can be further improved.
The arrangements for safeguarding are effective.
Leaders, including governors, make sure that appropriate checks are made on all adults who work with pupils at the school. Staff receive regular training. They understand what to do if they have concerns about a child. Safeguarding concerns are followed up in a timely way. Staff work well with a range of external agencies to support vulnerable pupils and their families. This extra help supports pupils’ well-being. Pupils feel safe in school and are taught how to keep themselves safe, including when online.
What does the school need to do to improve?
(Information for the school and appropriate authority)
In a small minority of subjects, curriculum planning does not always make it clear what specific skills pupils need to learn in order to move on. Leaders need to ensure that curriculum planning is consistently strong across all subjects.
When we have judged a school to be good we will then normally go into the school about once every four years to confirm that the school remains good. This is called a section 8 inspection of a good school or non-exempt outstanding school. We do not give graded judgements on a section 8 inspection. However, if we find some evidence that the school could now be better than good or that standards may be declining, then the next inspection will be a section 5 inspection. Usually this is within one to two years of the date of the section 8 inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will convert the section 8 inspection to a section 5 inspection immediately.
This is the second section 8 inspection since we judged Falkland Primary School to be good on 8 February 2012.