|Name||Fernhill Primary School|
|Ofsted Inspection Rating||Requires improvement
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||10 January 2017|
|Address||Field Road, Farnborough, Hampshire, GU14 9FX|
|Religious Character||Does not apply|
|Number of Pupils||109 (53% boys 47% girls)|
|Number of Pupils per Teacher||24.7|
|Academy Sponsor||The Kite Academy Trust|
|Percentage Free School Meals||25%|
|Percentage English is Not First Language||5.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school does not meet requirements on the publication of information on its website about the impact of physical education and sport premium funding and its effect on pupils’ participation and attainment and on how the improvements are sustainable. Fernhill Primary School is smaller than the average-sized primary school. The vast majority of pupils are of White British heritage. The proportion of pupils who are disadvantaged and supported by the pupil premium is above the national average. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The school met the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching varies in different classes and age groups. Not all pupils make the progress expected from their different starting points. Teachers’ use of assessment is not yet embedded. Assessment information is not always accurate. The quality of pupils’ learning in lessons and the progress they make are not given sufficient attention by some school leaders when judging the quality of teaching. School improvement planning is not focused sharply enough on specific actions to accelerate improvement. Differences between the achievement of disadvantaged pupils and that of other pupils are not diminishing quickly enough in some year groups. The progress of pupils who have special educational needs and/or disabilities is variable. Their progress from their starting points is not strong enough to enable them to catch up. Not enough children in the early years are prepared well for learning in Year 1. Governors are supportive of the school and ask a wide range of questions. However, the information they are provided with is not always accurate. Their evaluation of the impact of specific actions to improve the school is not sufficiently rigorous. The school has the following strengths Pupils behave well in lessons and around the school. They have positive attitudes to learning. Outcomes in writing have improved. By the end of Year 6 in 2016, attainment in writing was above the national average. Safeguarding is effective. Attendance is above average overall. Relationships are positive between pupils and adults. Pupils respond well to adult instructions and take pride in their work and their appearance. Pupils feel safe and know how to keep themselves safe in school and in the community.