|Name||Fir Bank 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||12 February 2014|
|Address||Grasmere Road, Royton, Oldham, Greater Manchester, OL2 6SJ|
|Religious Character||Does not apply|
|Number of Pupils||211 (43% boys 57% girls)|
|Number of Pupils per Teacher||21.4|
|Academy Sponsor||The Oak Trust|
|Percentage Free School Meals||12.4%|
|Percentage English is Not First Language||0.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than most other primary schools. The number of pupils on roll has risen continually since the previous inspection and the Reception and Key Stage 1 classes are now oversubscribed. Most pupils are White British with a very small proportion from other heritages. Almost all pupils speak English as their home language. The proportion of pupils supported through school action is above average. An above average proportion of pupils are supported at school action plus or have a statement of special educational needs. The proportion of pupils eligible for support through the pupil premium funding is above the national average. This additional funding is provided for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority. A higher than average proportion of pupils are looked after by the local authority. A higher than average proportion of pupils joins the school at other than the normal time. More than 40% of pupils in Year 6 in 2012 and 2103 joined the school during Key Stage 2. Since the last inspection, leaders have worked with a number of schools. The headteacher provided for a local school in challenging circumstances. The deputy headteacher was seconded for a year to share his expertise with a not for profit charity that supports vulnerable children and their families. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress. A breakfast club, after-school club and pre-school setting are provided on site by a private provider. This provision is subject to a separate inspection.
Summary of key findings for parents and pupils
This is a good school. Pupils make good progress from their sometimes very different starting points and have their individual needs met well. They reach nationally expected standards in English and mathematics by the end of Key Stage 2. The progress of pupils supported by the pupil premium, including the children in the care of the local authority, matches that of other pupils in the school. Teachers have good subject knowledge, give clear explanations and provide interesting activities that successfully engage pupils’ interests in learning. Pupils behave well; they value learning and feel safe in school. They are happy, take care of each other and make friends easily. The headteacher sets high expectations and, supported by senior staff and the governing body, checks carefully the work of the school. As a result, there is a good understanding of the school’s strengths and weaknesses. Pupils who join the school at other than the normal times are helped to settle well. The school is calm and supportive and provides a nurturing environment, particularly for those pupils who sometimes find it more difficult than others to engage in learning. The need to attend school regularly and on time is well understood by all. As a result, attendance is above average. It is not yet an outstanding school because : The quality of marking varies. Pupils do not always have enough time in lessons to make corrections and act on the advice they are given. Pupils are not given enough opportunities to use the skills they learn in mathematics lessons in other subjects. In some lessons, pupils’ progress, particularly that of the most able, could be even faster if the challenge was greater and they knew what to do to reach the higher levels of attainment. Timescales shown in the school’s plans are not tight enough to ensure leaders’ actions lead to swift improvements.