|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||09 May 2018|
|Address||Archer Road, Farringdon, Sunderland, Tyne and Wear, SR3 3DJ|
|Religious Character||Does not apply|
|Number of Pupils||423 (53% boys 47% girls)|
|Number of Pupils per Teacher||22.0|
|Academy Sponsor||Inspire Multi Academy Trust|
|Percentage Free School Meals||39.3%|
|Percentage English is Not First Language||0.7%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school has increased in size since the last inspection and is now larger than the average-sized primary school. It is part of the Inspire Academy Trust. The vast majority of pupils are of White British heritage. The school serves an area of high deprivation and the proportion of pupils who are disadvantaged is above the national average. The proportion of pupils who have SEN and/or disabilities is below the national average. The school meets the government’s current floor standards for primary schools.
Summary of key findings for parents and pupils
This is a school that requires improvement Teaching across the school is too variable. Teachers do not plan activities that consistently meet the needs and interests of all pupils. This is particularly the case for the most able pupils. Pupils’ outcomes across the school are also too variable, as is the quality of work in pupils’ books. Pupils are not studying in sufficient depth to be able to achieve consistently well, particularly at the higher standard. Recent improvements to the school’s curriculum include the provision of far more detail, with links between subjects being much more explicit. However, this curriculum has yet to be fully embedded in all year groups. Leaders’ action planning identifies the right areas for improvement, but the actions within them are not specific to the improvements desired. As a result, it is difficult for leaders to evaluate their plans accurately. Middle leaders are new to post and enthusiastic in their role. However, the effects of their actions have yet to bring about the desired improvements to pupils’ achievement. Pupils’ overall attendance, and particularly that of disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities, is below the national average. Despite the efforts of leaders, improvements in this aspect are slow. The school has the following strengths Leaders, including governors, know the school’s strength and weaknesses well. They have a clear understanding of the actions they need to take and demonstrate the capacity to return the school to good quickly. Children in the early years get off to a good start in their learning. They acquire early literacy and numeracy skills effectively. Teaching in upper key stage 2 is strong. Teachers match activities to pupils’ needs and interests effectively. Work in pupils’ books shows consistent practice and strengthening progress. Pupils’ behaviour is good. Pupils are respectful and courteous to each other and to visitors. They play a full part in school life.