|Name||Fender Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||11 July 2018|
|Address||New Hey Road, Woodchurch, Wirral, Merseyside, CH49 8HB|
|Religious Character||Does Not Apply|
|Number of Pupils||245 (58% boys 42% girls)|
|Number of Pupils per Teacher||13.4|
|Percentage Free School Meals||44.5%|
|Percentage English is Not First Language||1.6%|
Information about this school
This is an average-sized primary school. The large majority of pupils are of White British heritage. The proportion of disadvantaged pupils eligible for support through the pupil premium is well above the national average. The proportion of pupils who have SEN and/or disabilities is well above average. The proportion of pupils who have statements of special educational needs, or education, health and care plans, is above the national average. A higher-than-average proportion of pupils join or leave the school each year. The school is resourced by its local authority to provide a 16-place provision for pupils who have been diagnosed with autistic spectrum disorder. The provision is split into two bases which provide long- and short-term placements for pupils who have an education, health and care plan and come from other primary schools across the local authority. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors have not ensured that pupils, including those who are disadvantaged, make consistently good progress across the school. Teachers’ expectations for pupils’ progress are, at times, not high enough. Sometimes activities do not closely meet pupils’ needs. As a result, some pupils, including the most able, do not make the progress of which they are capable. The standards that pupils reach at the end of key stage 1 and key stage 2 remain below national averages. Leaders and governors are aware of the challenges that the school faces. However, at times, this focus limits their ambition for further improvement. Children in the early years do not make consistently good progress from their typically low starting points. Assessment information is not used well enough to plan activities that build on what children already know and can do. Pupils’ attendance is below average and has been so for the last three years. Persistent absence, although improving, is above national averages. Leaders’ systems for sharing information about the identification and monitoring of pupils who have special educational needs (SEN) and/or disabilities do not ensure that all leaders have the most accurate picture of provision. The school has the following strengths Leaders’ initiatives to improve progress and standards in reading, writing and mathematics are beginning to have a positive impact. As a result, standards are rising. Pupils attending the school’s resourced base make good progress. They are well supported by skilled staff who know their needs and abilities and provide learning that closely matches these. Leaders ensure that pupils have opportunities to learn in a range of subjects. Pupils’ personal development is effectively promoted through the curriculum. Leaders work effectively to promote the school’s values and to develop pupils’ confidence and positive attitudes to learning.