|Name||Fearnville Primary School|
|Ofsted Inspection Rating||Inadequate
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||10 January 2018|
|Address||Fearnville Drive, Off Sticker Lane, Bradford, BD4 8DX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Academy Sponsor||Nurture Academies Trust|
|Percentage Free School Meals||37.5%|
|Pupils with SEN Support||17.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fearnville is larger than the average-sized primary school. The school has nursery provision and operates a breakfast club. About half of the pupils are White British and speak English as their first language. The proportion of pupils from minority ethnic groups, and who speak English as an additional language, is well above average. Pupils come from a wide range of ethnic groups. The proportion of disadvantaged pupils supported by the pupil premium is well above average. The proportion of pupils who have SEN and/or disabilities is above average. The school does not meet the government’s floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. The school does not meet the requirements on the publication of the curriculum, primary sports funding or the pupil premium strategy on its website.
Summary of key findings for parents and pupils
This is an inadequate school Pupils underachieve. They make insufficient progress in reading, writing and mathematics. Too few of the most able pupils achieve the higher standards of which they are capable. Since the previous inspection leaders and governors have not succeeded in addressing the points for improvement. Standards have continued to decline and are low. Senior leaders do not use assessment information about pupils’ learning effectively. This information is not readily understood or clearly conveyed to subject leaders. Teachers do not use the assessment information to plan learning that will accelerate pupils’ progress. The monitoring of, and provision for, pupils who have special educational needs (SEN) and/or disabilities has not been sufficiently focused on precisely what these pupils need to learn. Disadvantaged pupils achieve less well than their classmates. The additional funding to support their learning is having insufficient impact. The use of funding for sports, pupil premium and SEN has not been rigorously scrutinised by governors. Children in the early years do not achieve as well as they should to prepare them well for Year 1. Provision is still not consistent between the Nursery and the Reception classes. Too many pupils are late for school and attendance is not improving quickly enough. In lessons, pupils do not have the ‘self-help’ skills to be active learners and this is holding them back. The school has the following strengths Leaders are benefiting from intensive external support. This is improving the quality of teaching and the skills of the newly appointed subject leaders. Procedures for supporting the most vulnerable families and safeguarding pupils are effective. Pupils say they feel safe. The curriculum provides a broad range of interesting topics. Additional activities enrich pupils’ learning and experiences. Pupils show a good understanding of spiritual, moral, social and cultural issues. There is good support for those pupils who speak English as an additional language. is