|Name||Farsley Springbank Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||11 July 2017|
|Address||Wesley Street, Farsley, Pudsey, West Yorkshire, LS28 5LE|
|Religious Character||Does not apply|
|Number of Pupils||420 (52% boys 48% girls)|
|Number of Pupils per Teacher||22.6|
|Percentage Free School Meals||6%|
|Percentage English is Not First Language||2.9%|
|Pupils with SEN Support||11.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger than average-sized primary school. The school is in the process of converting from a junior school to a full primary school. From September 2017, there will be pupils on roll in all year groups. Currently there are no pupils in Year 2. Most pupils are White British and speak English as their first language. The proportion of disadvantaged pupils supported by the pupil premium is well below average. The proportion of pupils who have special educational needs and/or disabilities is below average. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. The school meets the requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher conveys a clear vision for the school. Her strong commitment and drive, along with the support of a skilled deputy headteacher and effective governing body, have ensured that the school has successfully addressed the areas for improvement since its previous inspection. Several new governors have recently joined the governing body and quickly got to grips with the school’s strengths and weaknesses in teaching and learning. Teachers benefit from effective professional development. Leaders rigorously follow up teachers’ assessment of pupils’ progress and attainment to evaluate the quality of learning across the school. This ensures that teaching is securely good. Between Years 1 and 6, pupils achieve well, particularly in reading and writing. Improvements to the teaching of writing have paid off. Pupils of all ages really enjoy reading. Younger pupils read with confidence and older readers enthusiastically tackle challenging texts. Expectations of what the most able pupils can do are sometimes too low. This is evident in mathematics, where the most able pupils do not always achieve as well as they should. Sometimes the work they are given lacks challenge. Disadvantaged pupils make good progress. Effective use of the pupil premium funding means that disadvantaged pupils are effectively supported to achieve well. Provision to support the few pupils who have special educational needs and/or disabilities is effective in ensuring that they make good progress from their starting points. Expectations of pupils’ behaviour and conduct are consistently high. Pupils behave well and show excellent attitudes to learning. Their high rates of attendance reflect pupils’ positive commitment to their education. The school puts a high priority on pupils’ welfare. Procedures for safeguarding pupils are highly effective. As a result, pupils say they feel safe and parents agree. Effective provision in the early years ensures that children quickly adapt to school life and get off to a good start. The youngest children are confident, enjoy school and are well prepared for Year 1.