|Name||Fallings Park Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 November 2012|
|Address||Old Fallings Lane, Low Hill, Wolverhampton, West Midlands, WV10 8BN|
|Religious Character||Does Not Apply|
|Number of Pupils||677 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.3|
|Percentage Free School Meals||42.6%|
|Percentage English is Not First Language||11.4%|
Information about this school
Fallings Park Primary is a larger than average-sized primary school. The proportion of disabled pupils and those with special educational needs, including those supported at school action, school action plus and with a statement of special educational needs, is higher than the national average. The proportion of pupils from minority ethnic groups is above the national average. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils known to be eligible for pupil premium funding is significantly above the national average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school provides a breakfast club for pupils that is managed by the governing body.
Summary of key findings for parents and pupils
This is a good school. Most pupils make good progress from their individual starting points. Teaching and learning are good because the learning needs of most pupils are being met. Children have a positive start in the Early Years Foundation Stage and make good progress. Relationships between adults and children are caring. Pupils’ positive attitudes towards school support their good learning in lessons. They behave well and feel safe. Senior leaders check thoroughly the quality of teaching and learning, ensuring that pupils make good progress. Governors are well informed and work closely with school leaders to ensure that development priorities are successfully implemented. It is not yet an outstanding school because : A few teachers are not as skilful as others in setting demanding work, promoting independence in learning or giving pupils enough time to respond to their marking. There are not enough opportunities for pupils to produce high-quality writing across a range of subjects. Not all subject leaders have the skills to enable them to evaluate and improve teaching and learning. The targets set by leaders could be even more ambitious. While attendance has improved it remains average.