|Name||Farley Junior School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 June 2018|
|Address||Northdrift Way, Luton, Bedfordshire, LU1 5JF|
|Religious Character||Does not apply|
|Number of Pupils||346 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.1|
|Percentage Free School Meals||22.8%|
|Percentage English is Not First Language||63%|
|Pupils with SEN Support||16.2%|
|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 primary school. The proportion of pupils from minority ethnic backgrounds is well above the national average, as is the proportion of pupils whose first language is not English. The proportion of pupils eligible for support through the government’s pupil premium funding is well above the national average. The proportion of pupils who have SEN and/or disabilities and those who have a statement of special educational needs or an education, health and care plan is above the national average. The school meets the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of key stage 2.
Summary of key findings for parents and pupils
This is a school that requires improvement Senior leaders and governors have not acted quickly enough to improve the quality of teaching when, over time, pupils’ progress slowed. The achievement of pupils is too uneven across year groups. Standards are too low in reading, writing and mathematics at the end of key stage 2. Some middle leaders are new to their roles and do not yet take a full part in leading improvements within their areas of responsibility. Leaders do not routinely review the support programmes in place for pupils who have special educational needs (SEN) and/or disabilities, to ensure that these pupils make consistently strong progress in all year groups. There is too much inconsistency in the quality of teaching across the school. Pupils do not achieve as well as they could in some classes. Leaders have not carefully checked that the new strategies to improve teaching have been used consistently and successfully by teachers across all classes. Teachers do not use assessment information consistently well to ensure that work is well matched to pupils’ abilities and needs. Disadvantaged pupils do not consistently achieve as well as they should. This is because, until recently, suitable support had not been in place to meet their needs and help accelerate their progress. Some of the most able pupils are not sufficiently challenged to enable them to achieve the higher standards of which they are capable. The behaviour of pupils in lessons and at breaktimes is not consistently good. The school has the following strengths Leaders, staff and governors are ambitious for all pupils. They recognise how urgent it is for the school to improve. Positive developments in teaching and recent assessment information indicate that senior leaders have the capacity to secure further improvement. Pupils’ personal development is good. The school’s inclusive approach and the wide range of experiences provided inspire pupils to be the best that they can be and equip them well for life in modern Britain. Leaders use the physical education (PE) and sport premium funding to good effect.