Fieldhead Primary Academy

Name Fieldhead Primary Academy
Ofsted Inspection Rating Good
Inspection Date 04 July 2018
Address Charlotte Close, Birstall, Batley, West Yorkshire, WF17 9BX
Phone Number 01924473016
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 192 (51% boys 49% girls)
Number of Pupils per Teacher 15.5
Academy Sponsor Focus Academy Trust (Uk) Ltd
Local Authority Kirklees
Percentage Free School Meals 38.9%
Percentage English is Not First Language 7.8%
Persisitent Absence 9.9%
Pupils with SEN Support 13%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is part of the Focus multi-academy trust. At its last inspection in July 2016, the school was judged to require special measures. Since the last inspection, almost half of the teachers and leaders have been new to the school. A task group replaced the governing body in 2015. Selected members of the trust joined this group after the last inspection. The school is smaller than the average-sized primary school. The school runs a breakfast club and an after-school club. The early years consists of a Nursery and a Reception class. Half of all pupils are eligible for free school meals. This is higher than the national average. The proportion of pupils who have an education, health and care plan and the proportion of pupils in receipt of additional support for their special educational needs and/or disabilities are above the national average. Most pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below the national average. The school did not meet the government’s current floor standards in 2017, which are the minimum expectations for pupils’ progress and attainment in reading, writing and mathematics. The school meets the Department for Education’s definition of a coasting school based on key stage 2 academic performance results in 2015, 2016 and 2017.

Summary of key findings for parents and pupils

This is a good school Leaders have worked tirelessly to address the inadequacies in the quality of education seen at the last inspection. This is a good school, where everyone is wholeheartedly committed to a continued journey of improvement. Leaders have created a school where high expectations and a sense of family and belonging are apparent as soon as you enter the building. Strong teaching has resulted in pupils making better rates of progress in reading, writing and mathematics. Pupils are catching up. However, some gaps in pupils’ learning, caused by previous weaknesses in teaching, remain. Leaders agree that the proportion of pupils reaching age-related expectations needs to be further increased for good outcomes to be achieved. Trust members have provided excellent support in the school’s journey of improvement. Their united work with school leaders and governors has resulted in necessary improvements being made in teaching, learning and leadership. Clear and consistent high expectations in pupils’ behaviour from every adult in school have resulted in a positive shift in pupils’ attitudes to learning and to school life. Well-trained learning support assistants provide good support for pupils. Most disadvantaged pupils are making accelerated progress from their starting points. Leaders and staff make highly effective adaptions to the curriculum so that pupils of all needs and abilities can access learning successfully at Fieldhead. Staff in the nurture and outdoor provisions give pupils excellent support in making good progress. This work is a strength of the school. Improved provision and teaching in early years mean that children have a positive and successful start to school life. Pupils’ attendance has improved considerably and is now similar to the national average. Pupils’ spiritual, moral, social and cultural development is strong due to the school’s careful attention to supporting pupils in becoming good citizens. Exclusions and incidents of bullying and racism have significantly reduced due to improved consistency in direction from adults that helps pupils make the right choices. Checking the quality and depth of pupils’ learning across the wider curriculum has not been a school priority. Senior leaders know that they are now in a better position to be able to support subject leaders and the early years leader in addressing this.