|Name||Fens Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||15 March 2018|
|Address||Mowbray Road, Hartlepool, TS25 2LY|
|Religious Character||Does not apply|
|Number of Pupils||460 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||15.4%|
|Percentage English is Not First Language||0.4%|
|Pupils with SEN Support||8.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fens Primary is an above-average-sized primary school with two classes in each year group. The school runs breakfast and after-school provision. The proportion of pupils who are eligible for support through the pupil premium is slightly above the national average. The proportion of pupils who have special educational needs and/or disabilities, including those with an education, health and care plan, is below average. The school has early years provision for children aged three and upwards. Children attend the provision for Nursery part time and then attend Reception class on a full-time basis.
Summary of key findings for parents and pupils
This is a good school The headteacher has established a successful leadership team. Together, the team has brought about rapid improvements. Pupils’ progress has improved at pace across subjects. Leaders acted swiftly to address specific issues identified by pupils’ outcomes in 2016. They used assessment information successfully to improve teaching and learning. As a result, the downturn in results has been addressed. The governing body is a strength of the school. Governors are committed to the school and its community. They are effective in holding leaders to account for how well pupils are doing. Rates of pupils’ attendance have improved rapidly since the last inspection, as a result of leaders’ effective actions. The early years provides children in Nursery and Reception with a good start to their education. Staff focus well on helping children to develop good communication and language skills in readiness for Year 1. Occasionally, however, the most able children are not challenged effectively in their learning. Middle leaders are developing their skills and benefiting from good-quality professional development opportunities. Currently, they are developing systems to track pupils’ progress in subjects other than English and mathematics. Leaders have refined assessment information. It is now accurate and supports staff in improving pupils’ outcomes. Nonetheless, the most able pupils are not identified consistently or early enough by teachers to ensure that their work is appropriately challenging. Pupils say they feel safe. A strong sense of community permeates the school. Pupils behave well; however, they say that not all poor behaviour is reported and followed up by leaders. Senior leaders have ensured that the curriculum is a strength of the school. It is effective and engaging. Teachers have a strong subject knowledge. As a result, pupils make good progress across a range of subjects. Pupils’ learning in science and physical education (PE) is especially strong. In some year groups, particularly key stage 1, the achievement of disadvantaged pupils is not as good as that of other pupils in school.