Ferndale Primary School & Nursery

About Ferndale Primary School & Nursery Browse Features

Ferndale Primary School & Nursery

Name Ferndale Primary School & Nursery
Website http://www.ferndaleprimaryschool.co.uk/
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 30 January 2014
Address Wiltshire Avenue, Swindon, Wiltshire, SN2 1NX
Phone Number 01793332425
Type Academy
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 506 (50% boys 50% girls)
Number of Pupils per Teacher 21.6
Academy Sponsor The Blue Kite Academy Trust
Local Authority Swindon
Percentage Free School Meals 13.4%
Percentage English is Not First Language 20.6%
Persisitent Absence 10.9%
Pupils with SEN Support 17%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Ferndale Primary School is larger than the average-sized primary school. The proportion of pupils known to be eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals, looked after children and other groups) is below average. The percentage of disabled pupils and those with special educational needs supported through school action is above average. The proportion of pupils supported at school action plus or with a statement of special educational needs is below average. The proportion of pupils from minority ethnic groups is below average. The proportion of pupils at the early stages of learning English as an additional language is also below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school has recently received an anti-bullying award. The school has a breakfast club and a morning breakfast café which is run by older pupils with adult supervision. A privately run pre-school operates on the school site. It was not part of this inspection.

Summary of key findings for parents and pupils

This is a good school. Aspirational leaders and managers, including governors, have ensured the school has made rapid progress since its previous inspection. Pupils achieve well because teaching is typically good and some is outstanding. Attainment has risen sharply in recent years because teachers have successfully focused on developing pupils’ reading, writing and comprehension skills in English. Pupils make good progress in English and mathematics across the school. The headteacher is unswerving in expecting only the very best for each pupil. Staff share this relentless drive for improvement. Rigorous checks on teaching and good use of training and support for individual teachers, and meticulous tracking of pupils’ progress have markedly improved classroom practice and pupils’ achievement. Parents and carers are highly positive about the support their children receive and the continuing improvements at the school. Pupils’ behaviour is good, both in lessons and around the school. Pupils are cared for extremely well and feel very safe. The school provides pupils with a very exciting range of subjects, topics and experiences which ensure they thoroughly enjoy school. The innovative use of information and communication technology for both teaching and learning is very effective. Governance is good because the governing body has a good grasp of the school’s strengths and weaknesses and holds it accountable for pupils’ achievement. It is not yet an outstanding school because : Not enough pupils reach the higher National Curriculum levels, especially in mathematics. In a few lessons, work is sometimes too easy for more-able pupils or too hard for those who find learning more difficult. Some teachers do not always tell pupils how to improve their work in marking, or provide time for pupils to follow their guidance when it is given.