Field View Primary School

Name Field View Primary School
Ofsted Inspection Rating Good
Inspection Date 20 March 2018
Address Lonsdale Road, Bilston, West Midlands, WV14 7AE
Phone Number 01902925701
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 461 (50% boys 50% girls)
Number of Pupils per Teacher 24.3
Academy Sponsor St Martin's Multi Academy Trust
Local Authority Wolverhampton
Percentage Free School Meals 49.8%
Percentage English is Not First Language 29.7%
Persisitent Absence 10.5%
Pupils with SEN Support 10.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Field View Primary converted to academy status in March 2015 and this is its first inspection since conversion. The predecessor primary school was inspected in October 2013. The outcome of this inspection was that the school required improvement. The school is one of three primary academies within St Martin’s multi-academy trust (MAT). An executive headteacher, Mrs Lynne Law, manages all three schools. Each school has its own headteacher or head of school. Field View primary school’s leadership team consists of a headteacher and two assistant headteachers. Each school has its own academy committee and some members of each of these committees are members of the board of directors of the trust. The board of directors, through the scheme of delegation and funding agreement with the Department for Education, has oversight of these three academies. The board has direct responsibility for the management and devolvement of governance, finance and human resources for all three schools. Senior leaders and governors work in close partnership across the MAT. There are opportunities for training and development of staff, for sharing best practice and to moderate assessments of pupils’ work and progress. This is a larger than average primary school. The proportion of pupils who have SEN and/or disabilities is above average. The proportion of pupils who are disadvantaged and eligible for the pupil premium is well above the national average. The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results in the years 2015–2017.

Summary of key findings for parents and pupils

This is a good school The dedicated leadership team, including governors, has worked hard to successfully bring about rapid improvement in this school. Leaders are determined that all pupils will achieve well. Following a period of underachievement, current pupils make good progress in a wide range of subjects. Leaders closely check whether support given to disadvantaged pupils is making a difference to their achievement. As a result, this group now makes good progress in many subjects. Pupils are happy to attend this school. They say that they are well cared for and talk positively about their learning experiences. They behave well in class and most show positive attitudes to their learning. Parents and carers recognise the improvements made. Many would recommend the school to others. The broad, balanced curriculum ensures that pupils develop a wide range of skills. It also helps them to understand British values well. As a result, pupils show clear respect towards others. The teaching of reading is a strength of the school. Pupils read enthusiastically and show a deepening understanding of the books they are sharing in class. Children enjoy learning and make good progress in the early years. They are safe, happy and learn to behave well. Pupils who have special educational needs (SEN) and/or disabilities make strong progress in reading and mathematics. However, they make much less progress in writing because : teachers do not always plan appropriate tasks for them in this subject. Teachers use their strong subject knowledge to ensure that work set builds upon pupils’ prior learning. Sometimes, teachers require the most able pupils to complete tasks that they can already do before they can move on to harder work. This limits the rate at which pupils deepen their knowledge and understanding.