Finham Primary School

Name Finham Primary School
Ofsted Inspection Rating Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 18 September 2012
Address Green Lane, Coventry, West Midlands, CV3 6EJ
Phone Number 02476415425
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 456 (56% boys 44% girls)
Number of Pupils per Teacher 26.6
Academy Sponsor Finham Park Multi-Academy Trust
Local Authority Coventry
Percentage Free School Meals 3.3%
Percentage English is Not First Language 32.7%
Persisitent Absence 4.9%
Pupils with SEN Support 8.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school is larger than the average-sized primary school. The proportion of disabled pupils and those with special educational needs supported through school action is below average as is the proportion supported at school action plus or with a statement of special educational needs. The proportion of pupils from minority ethnic backgrounds is above average, with the largest group being of Indian heritage. The proportion of pupils who speak English as an additional language is well-above average. The proportion of pupils known to be eligible for the pupil premium is well below that found nationally. The school meets the government’s current floor standards which are the minimum expected for pupils’ attainment and progress. Not all children who enter the Nursery proceed to Reception and Key Stage 1. Children enter the Reception class from a variety of different settings. The school provides the Squirrels before- and after-school club and there is pre-school provision on the same site that is not managed by the governing body and which is separately inspected. The headteacher took up his post two weeks before the beginning of the inspection following a period of instability in senior leadership.

Summary of key findings for parents and pupils

This is a good school. Pupils achieve well and attain above-average standards, including in reading. They make good progress, particularly in Key Stage 2. Children achieve well in the Early Years Foundation Stage, and outstandingly in the Nursery. The quality of teaching is good and some is outstanding. The marking of pupils’ work throughout the school is exemplary so that pupils have a clear idea of how to improve. This enables them to work independently towards their targets. Pupils show enjoyment in lessons, are keen to contribute their ideas and to do well. They are developing well as independent learners. They say that behaviour in lessons is consistently good. Attendance is above average. Pupils are polite, welcoming and helpful. They get on well together and say that the school always keeps them safe. They have a good understanding of how to keep themselves and each other safe. They say that there is little bullying and if it should occur, adults support them in a helpful way. Leadership and management at all levels are good. The headteacher has quickly ensured that his vision for the school’s future is shared by staff, pupils and parents. He is well supported by other leaders and by the governing body. Since the previous inspection, leaders at all levels have made sure that the quality of teaching continues to improve and that pupils’ achievement goes on rising. It is not yet an outstanding school because : In a very small minority of lessons, the pace of learning is too slow or pupils are not actively engaged enough. Although most teachers plan well to help pupils of all abilities to learn, in a few lessons, the most able pupils are not given work to make them think hard enough. Governors know that they need to find out all they can about teaching and pupils’ achievement, but they do not always do this as well as they could to be able to ask the headteacher and other leaders to explain results. In particular, they do not know enough about how well the extra funding for some pupils is used.