Ferham Primary School


Name Ferham Primary School
Website http://www.ferhamprimary.org.uk/
Ofsted Inspection Rating Good
Inspection Date 21 May 2015
Address Ferham Road, Rotherham, South Yorkshire, S61 1AP
Phone Number 01709740962
Type Primary
Age Range 2-11
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 258 (53% boys 47% girls)
Number of Pupils per Teacher 19.8
Local Authority Rotherham
Percentage Free School Meals 38.6%
Percentage English is Not First Language 71.7%

Information about this school

Ferham is slightly smaller than the average-sized primary school. The Nursery offers part-time places. Reception children attend on a full-time basis. Approximately half of the pupils are of Pakistani heritage. Others are from a range of ethnic backgrounds. The majority of pupils speak English as an additional language and an increasing proportion of pupils speak little or no English when they start at the school. The proportion of pupils known to be eligible for support through the pupil premium funding is above that found nationally. The pupil premium is additional funding to support disadvantaged pupils known to be eligible for free school meals and those children who are looked after by the local authority. The proportion of disabled pupils and those who have special educational needs is below average. The proportion of pupils who join and leave the school at times other than the normal starting point is exceptionally high. The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. Rotherham Central Children’s Centre is located on the school site and is subject to a separate inspection. The last inspection took place in October 2011. This report can be found on the Ofsted website. The school is part of the Winterhill Learning Community.

Summary of key findings for parents and pupils

This is a good school. The school is well led by a highly motivated and dedicated headteacher and equally committed staff. The governing body knows the school very well and is instrumental in securing improvements. Together, this effective team face and surmount the challenges set them by the high numbers of pupils who join and leave the school outside normal times. The quality of teaching is consistently good. Lessons engage pupils in their learning. They benefit from good-quality questioning, which promotes language skills well. Pupils also benefit from effective support within the classroom, in groups or individually, as appropriate to their needs. Systems for tracking pupils’ progress are rigorous. The school is a friendly and welcoming place where pupils behave well, are attentive in lessons and keen to learn. Pupils are kept safe in school as well as when out on visits. They feel safe and well cared for. Achievement is good overall. Pupils make good progress, often from starting points that are significantly below those typical for their age. All groups of pupils receive consistently good support, which enables them to achieve well during their time in school. The school promotes pupils’ spiritual, moral, social and cultural development extremely well. Pupils know right from wrong. They have opportunities to reflect. They appreciate fundamental British values such as tolerance and respect for people from all walks of life. The early years provision is good. Children are made to feel welcome and settle quickly. They enjoy a wide range of exciting activities and make good progress because their needs are well understood. Attendance is well documented and good attendance is rewarded. This has led to improvements. It is not yet an outstanding school because : Pupils are not always given sufficient guidance to enable them to improve their work. Occasionally, the most able do not move on quickly enough to more challenging work. There are missed opportunities for pupils to talk about their work before starting to write. Expectations of what pupils can achieve within a given period of time are not high enough. There are missed opportunities to share the best practice that exists in school. Teaching does not use information and communication technology effectively enough to develop pupils’ skills.