|Name||Fieldhead Carr Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||21 November 2018|
|Address||Naburn Approach, Leeds, West Yorkshire, LS14 2EG|
|Religious Character||Does not apply|
|Number of Pupils||264 (57% boys 43% girls)|
|Number of Pupils per Teacher||23.2|
|Percentage Free School Meals||17.9%|
|Percentage English is Not First Language||4.9%|
|Pupils with SEN Support||15.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fieldhead Carr is an average-sized primary school. From September 2018, school has expanded to be a two-form entry starting in this year’s Reception class. The school runs breakfast and after-school provision. A new purpose-built extension to the school was opened in September 2018. Most pupils are White British. The proportion of disadvantaged pupils is slightly above the national average. The proportion of pupils with SEND, including those with an education, health and care plan, is above average. The school has early years provision for children from the age of two. Children attend the provision for nursery on a part-time basis, and additional sessions can be purchased. At the time of the inspection, the headteacher was absent from school. Two part-time acting headteachers have recently been appointed from within the school staff. The school makes use of a local authority specialist provision in a neighbouring school to meet the needs of some pupils.
Summary of key findings for parents and pupils
This is a good school Leaders have acted with increasing purpose to halt a decline in pupils’ outcomes since the last inspection. Their actions have brought about marked improvement to the quality of teaching, learning and assessment. Pupils’ progress has improved considerably and is now good. Across the school, pupils’ attainment in reading, writing and mathematics is rising quickly. As a result of good teaching and effective leadership, learning gets off to a good start in the early years. Children are well prepared for learning in Year 1. Across the school, pupils are responding well to the more challenging work they are now given. However, teachers’ higher expectations are not yet fully reflected in pupils’ outcomes. Leaders know that there remains scope to further increase the proportion of pupils reaching the higher standards by the end of each key stage. Leaders offer a rich curriculum that engages pupils’ interests and inspires them to learn. Pupils enjoy coming to school and feel safe. As a result, their attendance is good. Most pupils behave well, show good attitudes to learning and take pride in their work A few pupils sometimes display very challenging behaviour that previous behaviour policies have not suitably addressed. Leaders are improving systems to manage the behaviour of these pupils, and as a result the number of exclusions is declining. Governors are a school strength. They know their school well and effectively hold leaders to account for their actions. Governors have the academic, social and emotional development of every pupil at the heart of their decisions. Middle leaders play an increasingly effective role in school improvement. Newly qualified teachers speak highly of the support and help they receive from colleagues. Although the large majority of parents and carers have positive views of the school, a small minority express concerns, especially about behaviour. Parents are not always kept well informed about the school’s work.