|Name||Finberry Primary School|
|Ofsted Inspection Rating||Good|
|Address||Avocet Way, Finberry, Ashford, TN25 7GS|
|Religious Character||Does Not Apply|
|Number of Pupils||258 (55.4% boys 44.6% girls)|
|Number of Pupils per Teacher||16.7|
|Academy Sponsor||The Stour Academy Trust|
|Percentage Free School Meals||23.8%|
|Percentage English is Not First Language||8.1%|
|Pupils with SEN Support||17.2%|
|Catchment Area Indicator Available||Yes|
|Last Distance Offered Available||No|
Highlights from Latest Full Inspection (26 September 2018)
There may have been more recent inspections such as monitoring visits or short inspections. For details of all inspections, please view this provider on our map here.
Information about this school
The school is part of The Stour Academy Trust. It opened in September 2015 in temporary accommodation in Ashford. In September 2017, the school moved into a new building in the growing village of Finberry. Pupils in the lower year groups are now mainly from the local community. The assistant headteacher has been in post since the school opened, and the headteacher joined Finberry from another school in the trust in September 2017. The school is currently smaller than the average-sized primary school, but is growing in numbers. It has provision for early years children, including two-year-olds, in a Nursery and a Reception class. Most pupils come from White British backgrounds. The proportion of pupils who speak English as an additional language is lower than national levels. The proportion of pupils who have SEN and/or disabilities is above the national average. The school has a special resource provision for pupils with social, emotional and mental health needs. The proportion of disadvantaged pupils is similar to the national average. A higher-than-average proportion of pupils join the school during each school year. The school hosts six pupils and several staff from Chilmington Green School. This new school, within The Stour Academy Trust, will move into its own accommodation during the year when pupil numbers are high enough. Currently, the Chilmington Green pupils work alongside Finberry pupils. A few teachers from Chilmington Green add to the number of adults supporting learning in some classes.
Summary of key findings for parents and pupils
This is a good school This is a rapidly improving school due to the effective partnership between leaders from both the school and The Stour Academy Trust. The headteacher and assistant headteacher share a clear vision and determination to promote the achievement and well-being of all pupils. They have created a positive ethos and culture of learning throughout the school. Governors and officers from the trust have enabled successful recruitment, effective training, and retention of high-quality staff. This has led to high-quality leadership and a more stable workforce that is keen to refine and improve its practice. Staff and pupils benefit from the expertise and shared opportunities available through the collaboration with other schools in the trust. Teachers and teaching assistants show secure subject knowledge and use questions to encourage pupils to explain their thinking. There are some inconsistencies in teaching, and consequently not all pupils are challenged enough to do their best, particularly the most able pupils. Leaders are ambitious for the school and its pupils. They make frequent checks on the progress that pupils make. They ensure that effective interventions are in place for pupils who need extra help to catch up. The curriculum is exciting, creative and carefully planned. It is enhanced by a rich programme of extra-curricular activities. Children make a good start in the early years, particularly in the Nursery. Pupils throughout the school are making good progress. Outcomes at the end of key stage 1 have improved considerably. Some pupils in key stage 2 who arrived mid-way through their primary schooling are making up the gaps in their learning quickly. Pupils? achievement is not as strong in mathematics as it is in reading and writing. Pupils? behaviour is good. Leaders know their pupils well. Strong relationships between staff and pupils help pupils to feel secure and help to promote their personal development well. The higher-than-average number of pupils who join the school part way through their schooling settle quickly and are integrated well. Pupils who have special educational needs (SEN) and/or disabilities make good progress from their starting points. Pupils? attendance is just below national levels.