|Name||Farnham Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||01 March 2016|
|Address||Stratford Road, Bradford, West Yorkshire, BD7 3HU|
|Religious Character||Does Not Apply|
|Number of Pupils||531 (52% boys 48% girls)|
|Number of Pupils per Teacher||26.4|
|Academy Sponsor||Pennine Academies Yorkshire|
|Percentage Free School Meals||19.8%|
|Percentage English is Not First Language||96.5%|
Information about this school
Farnham Primary School is a much larger than average-sized primary school. Most pupils are of Pakistani heritage. Almost all pupils speak English as an additional language. The proportion of pupils supported by the pupil premium is higher than that found nationally. The pupil premium is additional government funding for disadvantaged pupils known to be eligible for free school meals and for children who are looked after by the local authority. The proportion of pupils special educational needs or disabilities is a little above the national average. The school is in a very heavily populated part of Bradford and is located immediately adjacent to another very large primary school. The provision for two-year-olds is jointly managed by Farnham Primary School and Horton Grange Primary School and was inspected as part of the Horton Grange Ofsted inspection in June 2015. The school meets the government’s current floor standards. These are the minimum expectations of pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is an outstanding school School leaders have the highest expectations of adults and pupils. They demand the best, and staff deliver. Teachers’ high expectations and skilful teaching secure pupils’ hard work and great commitment to learning. Well-deployed and trained support staff make a terrific contribution to pupils’ progress and welfare. Pupils make strong and sustained progress in their learning in all subjects and across the whole age range. The excellent provision for disadvantaged pupils, and those with special educational needs and disabilities, enables these pupils to make consistently strong progress. Many pupils who speak little or no English on entry to school make exceptional progress. A relevant, broad and balanced curriculum stimulates pupils’ interest and engagement and contributes strongly to pupils’ enjoyment of school. Adults and pupils take great pride in the exceptional internal environment, which oozes quality and reflects the excellent work that goes on in this school. Pupils’ personal development and welfare are outstanding. Leaders, teachers and other adults instil self-confidence and resilience in pupils of all ages, so they flourish. Pupils behave exceptionally well in lessons and in all areas of the school, inside and outside. Pupils are happy and safe. The high-quality provision for two-year-olds gives children a flying start and prepares them well for nursery. Provision in the early years secures strong progress from low starting points in all areas of children’s development. The governing body provides strong direction. Governors challenge and support leaders to continually improve the school’s performance.