|Name||Felmore Primary School|
|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||19 March 2014|
|Address||Davenants, Pitsea, Basildon, Essex, SS13 1QX|
|Religious Character||Does not apply|
|Number of Pupils||417 (48% boys 52% girls)|
|Number of Pupils per Teacher||23.5|
|Academy Sponsor||Berlesduna Academy Trust|
|Percentage Free School Meals||21.1%|
|Percentage English is Not First Language||7.7%|
|Pupils with SEN Support||18.2%|
|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 largest majority of pupils are from White British and other White heritages. The proportion of pupils who are eligible for pupil premium funding is above the national average. This is additional funding for pupils known to be eligible for free school meals, those in local authority care and other groups. The proportion of disabled pupils and those who have special educational needs supported at school action is above the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also above the national average. The school provides a breakfast and nurture club each morning. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school is part of the Basildon Education Services Trust.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well and make good progress from their starting points. Rigorous checking by leaders and teachers on how well pupils are doing has ensured more rapid progress throughout the school. In Year 6, a much higher proportion are making better than expected progress in English and mathematics. Teaching has improved. It is good overall with some examples of outstanding practice. High-quality professional development has ensured that there is no inadequate teaching. Teachers make learning interesting and engaging. They set high standards and expect the best from the pupils. Pupils’ behaviour is consistently good. They get on very well together. Their personal development is supported well by the strong spiritual, moral, social and cultural educational opportunities. Attendance has risen rapidly and is now above average. Pupils are proud of their school. The headteacher understands the school’s strengths and areas for development well. She and other leaders have very high expectations of all staff and pupils. They are continuously working to improve achievement and teaching further. The governing body is a strong set of professionals who provide good support and clear challenge to leaders. They ensure pupils are kept safe. Their work contributes positively to the life of the school. The school has introduced a new phonics (the sounds letters make) system. As a result, pupils are making better progress with their reading. It is not yet an outstanding school because : Marking is not always of a consistently high standard. It does not always give precise feedback to pupils on how to improve their work. Not enough teaching is outstanding. Pupils do not always take enough care when presenting their work.