Fir Ends Primary School


Name Fir Ends Primary School
Website http://www.fir-ends.cumbria.sch.uk
Ofsted Inspection Rating Good
Inspection Date 26 November 2014
Address Skitby Road, Smithfield, Carlisle, Cumbria, CA6 6AY
Phone Number 01228675283
Type Primary
Age Range 3-11
Religious Character None
Gender Mixed
Number of Pupils 113 (47% boys 53% girls)
Number of Pupils per Teacher 17.2
Local Authority Cumbria
Percentage Free School Meals 1.9%
Percentage English is Not First Language 1.8%
Persisitent Absence 3.5%
Pupils with SEN Support 10.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fir Ends is smaller than the average-sized school. The proportion of disadvantaged pupils, those supported by the pupil premium, is much lower than that found nationally. The pupil premium is additional government funding for pupils known to be eligible for free school meals and children who are looked after by the local authority. The proportion of pupils with special educational needs is average. Almost all pupils are from a White British heritage. All pupils are taught in mixed-age classes. The early year’s provision is part time in nursery and full time in the Reception class. Since the previous inspection, there have been some key changes in staffing. The manager for the early years was appointed in September 2013 and the literacy coordinators took up their roles in September 2014. A specialist mathematics consultant from the University of Cumbria has been working with the staff. As a result of the previous inspection, monitoring visits have been carried out by Her Majesty’s Inspectors (HMI). The school supports students from the University of Cumbria who are embarking on their training to become qualified teachers. The school meets the government’s current floor standards which are the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is a good school. Throughout their time in the early years, children develop a genuine eagerness to learn new things. They achieve well. Since the previous inspection, pupils have made increasingly good progress across subjects and year groups. Pupils who have additional needs are provided with a good level of support and usually make the same good progress as others in school. In 2014, the proportions of pupils reaching higher levels of attainment in Year 6 were well above the national average in reading and mathematics. The proportion reaching the higher level in writing was above the national average. The quality of teaching is consistently good throughout the school. Work is planned to bring out the best in pupils. A wide range of subjects and topics engage pupils well. They enjoy being challenged to extend their knowledge and develop their skills. This prepares pupils well for the next stage in their education. The behaviour of pupils is outstanding. The older pupils take on numerous responsibilities and act as excellent role models to the younger children. Pupils say they feel safe in school. They develop a good understanding of how to keep safe beyond school. Pupils’ spiritual, moral, social and cultural development is good. For example, they learn about people who have beliefs which are different to their own and celebrate the fact that we are all unique. The headteacher has effectively led several whole- school changes since the previous inspection. In a relatively short space of time, there have been significant improvements. Staff work well as a team in supporting pupils’ personal development and academic achievement. Overall leaders and managers, including the governing body, have secured improvements in the achievement of all groups of pupils and in the quality of teaching. The school continues to improve. It is not yet an outstanding school because : Pupils do not always make the same rate of progress in writing as they do in other subjects. There are inconsistencies in how well pupils check their work for errors. Some middle leaders are at an early stage in developing their areas of responsibility.