|Name||Field Lane Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||27 June 2017|
|Address||Burnsall Road, Rastrick, Brighouse, West Yorkshire, HD6 3JT|
|Religious Character||Does Not Apply|
|Number of Pupils||130 (52% boys 48% girls)|
|Number of Pupils per Teacher||28.6|
|Academy Sponsor||Brighter Futures Academy Trust|
|Percentage Free School Meals||38.1%|
|Percentage English is Not First Language||6.2%|
Information about this school
Field Lane Primary School is a smaller than average-sized primary school. The school is part of the Brighter Futures academy trust. The chair of the governing board is a national leader of governance. The executive headteacher has recently left the trust and the head of school has been appointed as the headteacher. The headteacher is a specialist leader of education for early years. The proportion of pupils who are eligible for support through the pupil premium is twice the national average. The proportion of pupils who have special educational needs and/or disabilities is above average. More pupils arrive at or leave the school than is the average for primary schools nationally. Many pupils arriving at the school have additional needs. Three quarters of pupils are from White British backgrounds. Twenty-five per cent of pupils are from other minority ethnic groups, the largest of which is mixed White and Black Caribbean. Only 8% of pupils speak English as an additional language. The school does not meet the government’s current floor standards, which are the minimum expectations for pupils’ attainment in English and mathematics. Children in the Reception class attend full time and children in Nursery attend part-time. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.
Summary of key findings for parents and pupils
This is a school that requires improvement Standards reached by pupils at the end of Year 6 have fallen and do not represent good enough progress from their starting points. Over time, teaching has not been strong enough, leading to gaps in what pupils know and understand. This is particularly the case in reading and writing. Teachers’ expectations of what pupils will do have not been sufficiently high. Consequently, not enough boys make secure progress in reading and writing. Some teachers do not set work at the right level, particularly for low and middle attaining pupils. Teachers do not consistently give pupils precise guidance about what they can do to improve their work. The teaching of phonics has not been sufficiently effective, so some pupils are unable to use phonics strategies well enough in their writing. Although middle leaders monitor the quality of teaching, they have not secured consistently good teaching across the curriculum. Leaders and teachers plan for learning in a wide range of subjects, but teaching in some subjects, including science, has not been consistently effective in helping pupils to secure and apply their skills. Over time, governors have not been rigorous enough in holding leaders to account for the progress of pupils. Despite considerable work done by the pastoral team, too many pupils are absent or persistently absent, negatively affecting their achievement in school. Sometimes, during social times, pupils do not display respectful attitudes towards adults and each other. In class, a small minority of pupils do not display good attitudes to their learning. The school has the following strengths Leaders’ work to improve the quality of teaching in mathematics is paying off. Teachers are now successfully planning and delivering mathematics lessons that stretch and challenge pupils of all abilities. This is a very caring school. The safety and well-being of pupils is very important to all staff. Senior leaders’ effective support and guidance for newly and recently qualified teachers has helped to improve the quality of teaching. Teaching and provision in the early years is good and children are increasingly well prepared to start Year 1.