Finlay Community School


Name Finlay Community School
Website http://www.finlayschool.co.uk
Ofsted Inspection Rating Good
Inspection Date 06 November 2014
Address Finlay Road, Gloucester, Gloucestershire, GL4 6TR
Phone Number 01452530310
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 291 (55% boys 45% girls)
Number of Pupils per Teacher 15.0
Local Authority Gloucestershire
Percentage Free School Meals 32.5%
Percentage English is Not First Language 15.1%
Persisitent Absence 10.7%
Pupils with SEN Support 35.7%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Finlay Community School is smaller than the average-sized primary school. Most pupils are of White British heritage. About 20% of pupils come from a range of ethnic groups, with the biggest group being any other mixed background. The proportion of pupils who speak English as an additional language is below average. About two thirds of the pupils are eligible for the pupil premium, which is well above the national average. The pupil premium is additional funding for pupils known to be eligible for free school meals and children in the care of the local authority. The proportion of pupils supported at school action is well above the national average. The proportion of pupils supported through school action plus or with a statement of special educational needs is also well above average. The school offers a breakfast club, which is managed by the governing body. There is a children’s centre and and an adult learning resource unit known as the ‘Hub’. The school is supported by the Learning Community Partnership which is comprised of Gloucester City Deanery, Gloucester Communities and the University of Gloucestershire. Since the previous inspection, the school has appointed five teachers and an assistant headteacher. Children attend the early years Reception class full time. The school meets the government’s current floor standards, which set the minimum for expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Good and effective provision in the Reception class helps pupils to settle quickly and make good progress, especially in their personal and social skills. Achievement is good. Pupils make good progress from low starting points and attainment at the end of Year 6 is average in reading, writing and mathematics. All groups of pupils, including those who are disabled, have special needs or are disadvantaged, make equally good progress. Teaching is good because teachers plan lessons, based on pupils’ interests, which excite them and help them to learn. Pupils’ behaviour is good because it is well managed and pupils have good attitudes to learning. Pupils feel safe and are well cared for. The imaginative curriculum provides broad and varied learning experiences including in sport, arts, music. A programme of assemblies on ‘values’ contributes effectively to pupils’ social, moral, spiritual and cultural development. The headteacher and members of the governing body have accurately identified and taken rapid action to address priorities identified for improvement. Senior leaders have successfully reversed the recent decline in achievement and ensured that teaching is consistently good. It is not yet an outstanding school because : The pace of learning slows down when teaching provides activities which are not matched closely enough to the needs and abilities of pupils, especially the most able. Rates of progress in writing are not as rapid as in reading and mathematics. Pupils are not given opportunities for extended writing across subjects. Teachers responsible for subjects do not always have the expertise to analyse information related to pupils’ achievement in detail to enable them to identify weaknesses and take appropriate action.