|Name||Farsley Farfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 February 2013|
|Address||Cote Lane, Farsley, Pudsey, West Yorkshire, LS28 5ED|
|Religious Character||Does not apply|
|Number of Pupils||466 (52% boys 48% girls)|
|Number of Pupils per Teacher||24.5|
|Percentage Free School Meals||8.5%|
|Percentage English is Not First Language||9.9%|
|Pupils with SEN Support||10.1%|
|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 above average. A smaller than average number of pupils speaks English as an additional language. The proportion of pupils supported through school action is well below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is above average. The proportion of pupils eligible for the pupil premium, which in this school provides additional funding for children in care of the local authority and for pupils known to be eligible for free school meals, is below average. The school meets the current floor standards, which set the government’s minimum expectations for pupils’ attainment and progress. The school is on a split site. The Early Years Foundation Stage and Key Stage 1 occupy one building with Key Stage 2 pupils situated in a separate building across playgrounds and field area. The school shares the site with an Early Start Children’s Centre, a private day nursery and before- and after-school club. These were not inspected as part of this inspection. The latest reports can be found on the Ofsted website. The school has extensive grounds and a number of features including a school farm.
Summary of key findings for parents and pupils
This is a good school. As a result of strong leadership by the headteacher, senior leaders and the governing body the school has successfully built upon the good outcomes reported in the last inspection report. Pupils make good progress overall and achieve well. The diligent tracking of pupils’ progress and good plans for improvement are resulting in more pupils attaining higher standards in reading and mathematics. Teaching is good overall. Most teachers carefully explain what is going to be learnt so that most pupils know exactly what to do and work with confidence. Behaviour is good overall and is often exemplary in lessons. Pupils are polite and friendly. Pupils say they feel very safe. The curriculum has outstanding features and provides memorable opportunities that deepen pupils’ learning. It is not yet an outstanding school because : There is some teaching that requires improvement and there is not enough outstanding teaching across the school. Teachers do not always plan well enough for the less-able pupils. This means that they do not always make as much progress as their classmates do. Teachers’ marking does not always tell pupils how to improve their work. Pupils’ work in books is often untidy. Teachers give pupils targets to improve their next steps in writing but do not make sure that pupils use them at all times and in all subjects.