|Name||Feversham Primary Academy|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||09 April 2019|
|Address||Harewood Street, Bradford, West Yorkshire, BD3 9EG|
|Number of Pupils||489 (49% boys 51% girls)|
|Number of Pupils per Teacher||18.6|
|Academy Sponsor||Academies Enterprise Trust (Aet)|
|Percentage Free School Meals||22.6%|
|Percentage English is Not First Language||87.1%|
|Pupils with SEN Support||29.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Feversham Primary Academy is much larger than the average-sized primary school. The school is part of the Academies Enterprise Trust (AET) and joined the trust in November 2012. The work of the trust is overseen by a board of trustees. Some responsibilities are delegated to the local governing board. The trust is responsible for 62 schools, including primary, secondary and special schools. Most pupils are of Pakistani heritage. The remaining small numbers of pupils originate from a range of minority ethnic heritages. The proportion of pupils who speak English as an additional language is significantly above the national average. A high proportion of pupils who join the school at times other than are usual are at the early stages of learning to speak English. The proportion of pupils with SEND is above the national average. The proportion of pupils in the school who have an education, health and care plan is below the national average. The proportion of disadvantaged pupils supported by the pupil premium is below the national average. The school operates a breakfast club and provides a multitude of lunchtime activities and enrichment opportunities.
Summary of key findings for parents and pupils
This is an outstanding school The headteacher is relentless in his drive to ensure that all pupils achieve their best. His passion and vision for developing the ‘whole child’ is infectious. He has created a staff team which shares and delivers his ambition for all pupils to thrive academically and emotionally. Governors know the school extremely well. They are supportive but also provide highly effective challenge to school leaders. Governors ensure that additional funding is spent wisely to reduce the gaps in attainment that exist when pupils start at the school. Teaching is highly effective and well matched to the needs of pupils. As a result, pupils make very strong and sustained progress in a range of subjects, including English and mathematics. This applies equally to pupils with special educational needs and/or disabilities (SEND) and disadvantaged pupils. Pupils’ outcomes from all ability groups are excellent. They make substantial progress from starting points that are well below those typically found. Progress by the end of Year 6 is consistently well above average. Pupils’ attitudes to learning are exemplary and they attend well. They are excited about their lessons and eager to learn. Pupils’ behaviour is exemplary in and out of lessons. They are proud to be members of the friendly and welcoming school community and are extremely polite and courteous. Children get off to a flying start in early years and make exceptional progress. This is because : they experience outstanding learning and care through a wide range of exciting activities. Children leave Reception very well prepared for Year 1. The creative and well-thought-out curriculum, with music and drama at its core, makes a significant contribution to developing pupils’ very positive attitudes to learning and outcomes. This engaging curriculum provides pupils with a wide range of opportunities to extend their experiences and learning beyond the classroom. Pupils’ superb spiritual, moral, social and cultural development is nurtured from the outset. Pupils develop a strong sense of pride in their community and a strong sense of social responsibility, tolerance and respect. They are well prepared for life in modern Britain Most pupils take great pride in their work. However, the standard of grammar, punctuation and spelling and presentation of work is not consistently high across all classes.