Filey Junior School

Name Filey Junior School
Ofsted Inspection Rating Good
Inspection Date 02 May 2018
Address West Road, Filey, North Yorkshire, YO14 9LU
Phone Number 01723513076
Type Primary
Age Range 7-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 257 (50% boys 50% girls)
Number of Pupils per Teacher 18.0
Local Authority North Yorkshire
Percentage Free School Meals 24.9%
Percentage English is Not First Language 1.6%
Persisitent Absence 8.2%
Pupils with SEN Support 11.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Since the previous inspection, several teachers have been appointed. The governing body has been reorganised to include several new members, including the chair of the governing body. The school meets requirements on the publication of specified information on its website. This is a junior school catering for pupils between the ages of 7 and 11. It is equivalent in size to the average primary school. The proportion of pupils who are supported by the pupil premium funding is higher than average. The pupil premium is additional government funding to support disadvantaged pupils known to be eligible for free school meals and those children that are looked after by the local authority. The proportion of pupils who have SEN and/or disabilities is slightly above average. The proportion of pupils who have education, health and care plans or a statement of special education needs is below the national average. Almost all pupils are of White British heritage, and there are no pupils who speak English as an additional language. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. Since the last inspection, the local authority brokered support from Ebor Teaching Schools Alliance.

Summary of key findings for parents and pupils

This is a good school Leaders have successfully addressed the areas for improvement identified in the previous inspection report. As a result, the school is now good. The headteacher has established a clear vision for the school. The staff share this vision. Leaders, including governors, have high expectations for the pupils in all areas of school life, including in the wider curriculum. All groups of pupils make strong progress in reading, writing and mathematics. Pupils who benefit from the pupil premium funding and those who have special educational needs (SEN) and/or disabilities are well supported. As a result, they make strong progress and, at times, outperform their peers. Middle leaders have a strong understanding of their subjects. They are passionate and have a drive to develop their own curriculum areas. Leaders, at all levels, are involved in monitoring the quality of teaching. They effectively carry out learning walks and lesson monitoring, which are used to plan and inform effective school improvement. Pupils benefit from a curriculum which broadens their experiences. It enhances their understanding of different cultures and their own community. The school staff are all committed to the development of the wider curriculum. The curriculum, however, is not as strongly embedded in lower key stage 2. Behaviour at the school, both in lessons and in the playground, is a strength of the school. Pupils show respect towards others and support each other well. Pupils are independent and resilient. They see challenge as a positive aspect of learning. Work to promote pupils’ spiritual, moral, social and cultural development is very strong. Pupils’ have a very good understanding of fundamental British values and these are reflected in the positive behaviour displayed by pupils. Pupils want to attend school. They are punctual and keen to learn. Levels of persistent absence have reduced recently. Attendance overall is in line with the national average, and persistent absence is below the national average. The teaching of reading has improved. As a result, all groups of pupils are making good progress. However, the approaches to the teaching of reading are variable, and therefore some pupils are not making as much progress as they could. Reading areas in the classroom have been developed to inspire pupils to read. However, they are variable in quality and, as a result, some pupils are not as motivated to read as others.