Farringdon Community Academy

Name Farringdon Community Academy
Website http://www.farringdonschool.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 03 April 2019
Address Allendale Road, Sunderland, Tyne and Wear, SR3 3EL
Phone Number 01919171500
Type Academy
Age Range 11-16
Religious Character Does not apply
Gender Mixed
Number of Pupils 759 (56% boys 44% girls)
Number of Pupils per Teacher 16.6
Academy Sponsor Brighter Academy Trust
Local Authority Sunderland
Percentage Free School Meals 29.3%
Percentage English is Not First Language 0.5%
Persisitent Absence 25.8%
Pupils with SEN Support 7.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Farringdon Community Academy is smaller than the average secondary school. The school is run by the Brighter Academy Trust. The school has a governing body that meets regularly to monitor the school’s work. The governing body reports to the board of trustees, which is the body responsible for holding school leaders to account. The headteacher took up post in January 2018. A new deputy headteacher took up post in September 2017. The vast majority of pupils are from White British backgrounds. The proportion of pupils eligible for the pupil premium is above average and well-above average in some year groups. The school hosts enhanced mainstream provision for 38 pupils with autistic spectrum disorder. The proportion of pupils with an education, health and care plan is well-above average. The proportion of pupils with special educational needs is well-above average in some year groups. The school has a much higher proportion of boys than is seen nationally. A small number of pupils attend alternative provision at Returners and the Beacon of Light Free School.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have not acted swiftly enough to address the areas for improvement identified at the last inspection. The pace of improvement has accelerated since the arrival of the new headteacher but not enough to support good progress for pupils. The quality of teaching and learning is variable. The improving picture in English and mathematics is tempered by variable teaching in other curriculum subjects. Pupils’ progress has been weak in recent years and standards have declined. Although current progress is stronger, pupils do not make good progress from their starting points. While middle leaders are becoming more influential in improving standards of teaching and pupil welfare, they do not check the effects of their actions closely enough. Curriculum pathways do not consistently meet the needs of all pupils, particularly pupils with special educational needs and/or disabilities (SEND). Teaching does not consistently meet the learning needs of these pupils well enough, particularly their literacy needs. Although there is some evidence that the progress of disadvantaged pupils and boys is improving, this still lags behind that of other pupils and is not catching up quickly enough. Rates of absence and fixed-term exclusion are too high for pupils, particularly for disadvantaged pupils. For some pupils, this has a negative effect on their progress. Although behaviour in lessons and around school has improved considerably, low-level disruption continues to affect pupils’ learning, particularly at key stage 3. The school has the following strengths Since his arrival, the headteacher has increased the pace of improvement. This is leading to a better quality of teaching, learning and assessment and much better behaviour. Higher expectations and shared planning are contributing to improving teaching in English and mathematics. Pupils are making much better progress in these subjects. The majority of pupils are responding positively to new lesson routines which include increased challenge and greater opportunities to improve the quality of their work. Leaders and teachers show a commitment to the welfare of all pupils. They provide valuable support for pupils’ social and emotional well-being.