|Name||Far Forest Lea Memorial CofE Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||15 May 2019|
|Address||New Road, Far Forest, Kidderminster, Worcestershire, DY14 9TQ|
|Religious Character||Church of England|
|Number of Pupils||107 (59% boys 41% girls)|
|Number of Pupils per Teacher||24.8|
|Percentage Free School Meals||7.5%|
|Percentage English is Not First Language||0.9%|
Information about this school
Far Forest Lea Memorial CofE Primary School is smaller than the average-sized primary school. Pupils are taught in mixed-age classes, other than in Year 6. Children attend full-time in the Reception Year, and part-time in the pre-school. The school admits two-year-olds. Most pupils in the pre-school are aged three, but at any one time, a very few children are aged between two-and-a-half and three years. In recent years, all children in Reception have previously attended the pre-school provision. The school runs a before-and-after school club, for which it charges parents. The proportion of pupils who are disadvantaged is below average. The proportion of pupils with SEND is average. The report does not comment on disadvantaged pupils or pupils with SEND in any one year group because numbers are very small and to do so would risk identifying individual pupils. The interim headteacher took up her post in February 2019, when the previous headteacher left the school. Two new teachers joined the school at the start of the summer term. By arrangement with the MAT that has agreed to accept the school as an associate member, an executive headteacher will lead the school from September 2019. The interim headteacher will therefore leave the school at the end of the summer term. Far Forest Lea Memorial CofE Primary School is a voluntary controlled Church of England school. Its religious character was last inspected in July 2014.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders have not fully addressed the issues identified at the last inspection. In particular, the quality of teaching in Years 3, 4 and 5 requires improvement. Curriculum planning does not ensure that teaching in foundation subjects extends pupils’ existing knowledge and understanding. Staffing changes have disrupted the leadership of foundation subjects. The school has yet to establish new arrangements and expectations. Leaders have not ensured that the strong practice evident in Reception is replicated in the pre-school provision. In particular, the use of assessment needs to improve. The move up from pre-school is not made as easy as it should be. In 2018, Year 6 pupils left the school having made weak progress from their key stage 1 starting points in writing. Pupils’ attainment at key stage 1 was below the national average. Some current pupils’ progress has not been strong over time, reflecting the variable quality of teaching. Teachers often take answers only from volunteers. Questioning does not establish how well pupils understand new ideas. Teachers sometimes do not plan the work of teaching assistants with enough care. As a result, their impact on learning is variable. Good teaching in computing is impeded by limited resources. The school has the following strengths The interim headteacher understands the school very well. She has acted rapidly and effectively to challenge weaker teaching and raise expectations. Teaching in English and mathematics is improving. The teaching of phonics is effective. In the last two years, the proportion of pupils who have met the expected standard in the Year 1 phonics screening check has been above the national average. Governors have acted decisively to define the future of the school. Staff have embraced the interim headteacher’s clear purpose. There is a strong sense of teamwork in the school. Pupils behave well in lessons and at social times. They have good opportunities to take responsibility and help others. Safeguarding is effective.