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This small school has a strong family ethos. Pupils are proud of their school. They celebrate diversity and difference, showing acceptance and empathy towards others.
The school's highly inclusive culture is felt by all. One pupil said, 'good friends are loyal, trustworthy and honest'.
The school, with support from the trust, has taken steps since the previous inspection to improve the quality of education for all pupils.
Staff have high expectations for all pupils to be successful. This starts in the early years, where children develop strong learning behaviours.
Pupils behave well around the school.
They show high levels of respect for one... another and staff. Behaviour in lessons is calm and orderly, allowing pupils to focus on learning. Pupils love coming to school.
Attendance is higher than the national average.
A wide range of clubs, trips and experiences ensure that pupils get the chance to foster their interests and talents. The school ensures that all pupils take part in the Active Schools initiative so they learn about keeping fit and healthy.
Pupils also take part in many sporting competitions with other local primary schools. The school's aim is to ensure that all pupils have the necessary skills to be successful in later life.
What does the school do well and what does it need to do better?
The school provides a broad and rich curriculum that is carefully sequenced and sets out clearly what pupils should know and be able to do.
All staff have a shared understanding of how pupils learn well. Overall, staff check on pupils' previous learning before moving them on in lessons. They plan opportunities to remind pupils of the subject knowledge they have learned in the past.
In all subjects, teaching is carefully adapted for pupils with special educational needs and/or disabilities (SEND).
In mathematics, reading and art, staff plan learning activities well. Pupils can talk about their learning confidently.
Pupils know how new knowledge builds on previous learning. However, in other subjects, the delivery of the planned curriculum is not as consistent as it could be. Some activities do not help pupils learn new knowledge well enough.
As a result, some pupils struggle to recall knowledge as fluently as they should in these curriculum areas.
Pupils are well supported to develop a genuine love for reading as soon as they start school. Leaders provide staff with the training they need to implement the phonics programme consistently and with precision.
They check regularly that pupils are keeping up. Those at risk of falling behind are supported to catch up quickly. Pupils practise reading using books that are closely matched to the sounds they have learned.
This means pupils learn to read with accuracy, fluency and confidence.
Children in the early years develop positive learning behaviours, such as concentration and resilience. There is a keen focus on speech and vocabulary.
Children love sharing their opinions with others. As a result, children are enthusiastic about taking on challenges and working hard.
Pupils with SEND access the same curriculum as their peers.
The school regularly reviews the provision for pupils with SEND. Classroom staff use information on support plans to help pupils access their work. Pupils' plans identify small steps that they need to learn next.
This enables staff to be more precise in their support. The school oversees the different types of support that pupils receive in school carefully, and, as a result, pupils with SEND keep up with the planned curriculum.
There is a comprehensive programme for pupils' personal development.
This is taught in personal, social and health education lessons (PSHE) and in assemblies. This programme provides the knowledge and experiences pupils need to become well-rounded citizens. Pupils are positive about this aspect of school.
They appreciate the opportunities to discuss matters in the news and talk about wider issues in the community. Pupils learn about relationships in ways that are suitable for their age. They have a strong understanding of how to keep themselves safe online.
The school keeps a sharp focus on providing a high-quality education for all, regardless of pupils' starting points. The trust provides appropriate support to the school. Leaders' decision-making is tightly focused on what serves the best interests of the pupils.
Staff feel that leaders help them to manage their workload and they appreciate that leaders consider their views in whole-school decisions. Staff are proud to work at the school and value its community ethos.
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In some subjects, the chosen learning activities do not match the intent of the curriculum. This means that pupils do not learn the new knowledge well enough. The school should ensure that teachers plan activities that meet the expectations of the curriculum intent so that pupils learn the required knowledge more securely.
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