Farmor’s School

Name Farmor’s School
Ofsted Inspection Rating Requires improvement
Inspection Date 07 November 2017
Address The Park, Fairford, Gloucestershire, GL7 4JQ
Phone Number 01285712302
Type Academy
Age Range 11-18
Religious Character None
Gender Mixed
Number of Pupils 982 (50% boys 50% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Farmor's School
Local Authority Gloucestershire
Percentage Free School Meals 4.7%
Percentage English is Not First Language 1%
Persisitent Absence 17.1%
Pupils with SEN Support 8.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish. .Farmor’s School is an average-size secondary academy. Most pupils are of White British heritage. The proportion of children who speak English as an additional language is below average. The proportion of children who are disadvantaged is well below average. The number of children leaving or joining the school during their secondary education is well below average. Attainment on entry to the school, in all year groups, is significantly above average.

Summary of key findings for parents and pupils

This is a school that requires improvement Following the previous inspection, a decline in the performance of the school occurred. Since that time, leaders’ determined efforts have improved many aspects of the school’s work. However, pupils’ outcomes and the quality of teaching lag behind other areas of the school’s performance. Progress in Year 7 to Year 10 is not yet high enough across all subjects, but particularly in science, because of inconsistencies in teaching. Pupils’ progress by the end of their GCSE courses is in line with national averages. Interventions in Year 11 are effective but progress is not consistent across different year groups and subjects. Teaching is not of a consistently high quality across all subject areas. The progress of pupils is variable because too often teachers do not accurately match work to the needs of their pupils. Pupils do not receive consistently high-quality feedback across the curriculum. Therefore, in some key subjects, they are unclear how to improve their work. The least able pupils are not making the progress they are capable of because : expectations of what they can achieve have not been high enough. Until recently, leaders’ monitoring has not placed a close enough focus on the progress pupils make. The school has the following strengths The determined leadership of the headteacher and his senior team is changing the culture of the school and making it far more inclusive. Following a period of uncertainty in staffing and dealing with budgetary constraints, a cohesive team approach is now driving improvements. The headteacher, senior leaders and governors have successfully tackled weaknesses in attendance and improved relationships with parents and the community. The sixth form is a strength of the school and is led well. Teachers plan lessons well and students receive good support to improve their work. Progress is strong across a wide range of subjects. The majority of pupils behave well in lessons and around the school site. They are polite and courteous to one another and to adults, and they respect one another. The school successfully fosters pupils’ spiritual, moral, social and cultural development.