Faringdon Junior School

Name Faringdon Junior School
Website http://www.faringdonjunior.co.uk/
Ofsted Inspection Rating Good
Inspection Date 28 January 2014
Address The Elms, Gloucester Street, Faringdon, Oxfordshire, SN7 7HZ
Phone Number 01367240232
Type Academy
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 339 (47% boys 53% girls)
Number of Pupils per Teacher 24.5
Academy Sponsor Faringdon Academy Of Schools
Local Authority Oxfordshire
Percentage Free School Meals 15%
Percentage English is Not First Language 3.8%
Persisitent Absence 7.8%
Pupils with SEN Support 22.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized junior school. It occupies an eclectic range of buildings that once used to be a girls’ high school in the 1920s. Faringdon Junior School converted to become an academy school in April 2012. When its predecessor school, of the same name, was last inspected by Ofsted, it was judged to be satisfactory. Originally, the school combined with the local infant and secondary schools to become an academy trust. In November 2013, some other local schools joined the group to form a multi-academy trust run by a board of directors with an executive headteacher. Each of the participating schools has its own local governing body. There are 11 classes. Each year group has three classes, except Year 6 which has two. Most pupils are White British. The proportion of pupils supported by the pupil premium (which provides in this case additional funding for pupils known to be eligible for free school meals) is average. The proportion of disabled pupils and those who have special educational needs supported through school action is above average. The proportion supported at school action plus, or with a statement of special educational needs, is average. The school meets current government floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics.

Summary of key findings for parents and pupils

This is a good school. In 2013, standards were well above average in reading, writing and mathematics, a considerable improvement on the school’s first set of results as an academy in 2012. Disabled pupils and those who have special educational needs achieve well because their progress is checked closely and additional support is provided when needed. Teaching is consistently good and some is outstanding. Consequently, pupils make good progress and the improving trend is being sustained. The behaviour of pupils is outstanding as they have excellent attitudes to learning and cooperate extremely well together. Pupils say they feel completely safe in school. The headteacher and deputy headteacher drive improvement very well and are backed by a strong staff team who shares their vision to become an outstanding school. The multi-academy trust brings many benefits to the school, especially in sharing good practice about how teaching can be improved and developing leadership qualities. Leaders, managers and governors have been successful in raising achievement and improving teaching since the school became an academy. It is not yet an outstanding school because : Pupils supported by the pupil premium do not do as well in writing as they do in reading and mathematics. Too few pupils reach the higher Level 5 in mathematics because investigation work is not sufficiently difficult for them. Teachers do not always make the best use of the teaching assistants’ numerous skills; this slows the learning for some pupils.