|Ofsted Inspection Rating||Good
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||28 February 2012|
|Address||The Avenue, Featherstone, Wolverhampton, West Midlands, WV10 7AS|
|Religious Character||Does not apply|
|Number of Pupils||212 (53% boys 47% girls)|
|Number of Pupils per Teacher||18.4|
|Academy Sponsor||University Of Wolverhampton Multi Academy Trust|
|Percentage Free School Meals||16.5%|
|Percentage English is Not First Language||3.3%|
|Pupils with SEN Support||13.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
The school is an average-sized primary school with an Early Years Foundation Stage comprising a Nursery class for three-year-olds who all attend part time, and a Reception class for four-year-olds. Nearly all pupils are of White British heritage. Other pupils come from range of minority ethnic backgrounds and none are in the early stages of learning English. The proportion of pupils known to be eligible for free school meals is above average, as is the proportion of disabled pupils and those who have special educational needs. The main areas of additional need include moderate or specific learning difficulties, such as speech, language or communication difficulties. Pupils’ attainment meets the current government floor standards for primary schools, which set the minimum expectations for their attainment and progress. The school has a number of national awards, including National Healthy Schools status and the Active Mark and has achieved national recognition as a Dyslexia Friendly school. The school accommodates a privately managed before- and after-school club and is also attached to Featherstone Children’s Centre. Both provisions are inspected separately.
The school has improved and is now a good school. Standards are rising well across the school because teaching is mainly good. The leadership team is sharing best practice, although there is still more to do now to ensure that all lessons are at least of good quality. This is why the school is not yet outstanding. Pupils achieve well. Their attainment in reading, writing and mathematics is securely in line with the national average. An increasing proportion of pupils in all year groups reach levels in English and mathematics that are one or two years ahead of age-related levels. Target-setting is ambitious and is driving improvement so that attainment gaps between different groups are closing rapidly. Teachers accurately assess pupils’ progress. Skilled and well-qualified teaching assistants and the outstanding teaching of phonics (letters and sounds) are highly effective in improving pupils’ reading and writing skills. This builds on the strong foundations laid in the Nursery and Reception class as children rapidly improve their language, communication and mathematics skills, as well as their personal, social and emotional development. In some lessons, teachers’ questioning and planned activities do not always extend pupils’ learning. Some lessons miss opportunities to extend further the learning of pupils who are particularly able or gifted. Pupils do not always have enough opportunities to respond to teacher’s marking or to self-correct their work in lessons. Pupils are well behaved and very considerate. The school is a safe, calm and orderly community that fosters a positive climate for learning. The vast majority of parents and carers who returned inspection questionnaires hold positive views about behaviour and their children’s safety. Leadership is determined and ambitious. The headteacher’s strong leadership of a committed staff team and the progress made to eradicate all underachievement and improve the performance of teachers and support staff demonstrate good capacity for sustained improvement.