|Name||Featherstone Wood Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 February 2019|
|Address||Featherston Road, Stevenage, Hertfordshire, SG2 9PP|
|Religious Character||Does not apply|
|Number of Pupils||191 (46% boys 54% girls)|
|Number of Pupils per Teacher||12.7|
|Percentage Free School Meals||23.5%|
|Percentage English is Not First Language||17.8%|
|Pupils with SEN Support||20.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a smaller-than-average sized primary school. There are more pupils than is average who are eligible for pupil premium funding. There are more pupils than is average with SEND. The school currently receives informal support from a local primary school. This is soon to become a formal support partnership brokered by the local authority. A separately registered and inspected pre-school, ‘Bunnies’, operates on the school site. The school provides its own breakfast club.
Summary of key findings for parents and pupils
This is a school that requires improvement Pupils have not made enough progress in recent years. Attainment at and progress in key stage 2 have declined over the last three years. Attainment is below the national average at the expected standard in reading, writing and mathematics at key stage 1 and key stage 2. The leadership of the school has had several recent changes. There has not yet been the necessary impact on improving teaching and learning as teachers have also changed. Leaders have put in place a wide curriculum with a focus on developing both subject-specific knowledge and skills for learning. Although pupils work hard in their lessons, the activities they are given do not always challenge them or make them think. The quality of teaching is not consistently good. Some teachers do not have high enough expectations or awareness of what standards pupils should be reaching. The teaching of phonics and early reading is inconsistent across the school. It does not always support pupils to apply their knowledge of sounds. The early years’ provision has dedicated adult-led times for children to develop their early reading, writing and mathematics, but these are not developed enough elsewhere in the provision. Children’s play does not link to topics chosen, and activities provided do not give them enough awareness of the wider world. The school has the following strengths Pupils’ personal and social development is well provided for. Activities to promote mental well-being are a core part of daily life for pupils. Behaviour is good. Pupils behave well both in lessons and around the school site. Pupils who have previously struggled with their behaviour are well supported to take part in school life. Senior leaders have put in place high-quality interventions to support those who need additional help. Families are well supported by teachers and leaders to help their children. Disadvantaged pupils do not achieve lower standards than their peers. Staff and governors are passionate about improving the school. Governors are reflective about their work and have sought external advice and support for the school where needed.