|Name||Fenstanton and Hilton Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||01 November 2017|
|Address||School Lane, Fenstanton, Huntingdon, Cambridgeshire, PE28 9JR|
|Religious Character||Does Not Apply|
|Number of Pupils||244 (48% boys 52% girls)|
|Number of Pupils per Teacher||20.7|
|Percentage Free School Meals||7.8%|
|Percentage English is Not First Language||4.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
Information about this school
The school meets requirements on the publication of specified information on its website. The school meets the government’s current floor standards, which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6.. The school is a slightly larger than the average primary school. The majority of pupils are of White British heritage. The proportion of disadvantaged pupils eligible for the pupil premium funding is below the national average. The proportion of pupils who have special educational needs and/or disabilities and who are receiving support is below the national average. The proportion of pupils who speak English as an additional language is well below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Changes introduced by the new headteacher to reverse the decline in standards over the last three years are very recent. There has not been enough time for the full impact of this work to be evident. There are inconsistencies in the quality of teaching across the school. This means that not enough pupils are making fast enough progress. Too few teachers share sufficiently high expectations of what pupils should be achieving. Too few pupils, especially in key stage 2, are given work which challenges them sufficiently to enable them to make enough progress. The attendance of disadvantaged pupils is too low. In recent years, middle leaders, particularly those responsible for English and mathematics, have not been sufficiently involved in monitoring pupils’ progress or driving initiatives to improve outcomes. As a result, progress has slowed and standards have not been high enough. There are inconsistencies in the quality of provision in the early years and, for the last two years, too few children have reached the standards expected by the end of Reception. Outcomes in English and mathematics at the end of key stage 2 have not been high enough over the last three years. Also, there was a significant drop in the percentage of pupils achieving the expected standard in phonics at the end of Year 1 in 2017. The school has the following strengths The new headteacher has quickly identified all the key areas where improvements are needed and she has already begun to make changes. These include a new approach to managing behaviour, initiatives to enliven the curriculum, timetable changes and improvements to subject leadership. The new ‘university afternoons’ provide exciting occasions for pupils to learn many new skills which interest and engage them. This enriches their learning and their personal development. Personal development, behaviour and welfare are strong. Pupils are well cared for, relationships are good and pupils behave well in lessons and around the school. Provision and planning to support disadvantaged pupils has improved considerably. Governors provide clear support and challenge for the new headteacher; they are determined to ensure that the school improves rapidly. Outcomes at the end of key stage 1 are good.