Fir Tree Primary School and Nursery

About Fir Tree Primary School and Nursery Browse Features

Fir Tree Primary School and Nursery


Name Fir Tree Primary School and Nursery
Website http://www.firtreeschool.co.uk/
Ofsted Inspection Rating Requires improvement
Inspection Date 31 October 2018
Address Fir Tree Lane, Newbury, Berkshire, RG14 2RA
Phone Number 0163542129
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 194 (54% boys 46% girls)
Number of Pupils per Teacher 15.4
Academy Sponsor Newbury Academy Trust
Local Authority West Berkshire
Percentage Free School Meals 19.9%
Percentage English is Not First Language 24.7%
Persisitent Absence 6.9%
Pupils with SEN Support 12.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fir Tree Primary is part of the Newbury Multi-Academy Trust. There are two other schools within the trust, a secondary school called Trinity School and Speenhamland Primary School. Each school is run by an associate headteacher. An executive headteacher oversees all three schools, she is also the chief executive of the trust. The management of the trust consists of a board of directors. Their role is to oversee the strategic direction of the schools. The school also has a local governing body. It is responsible for the day-to-day running of the school, including the monitoring of teaching and learning. A specialist provision for pupils who have autism spectrum disorder opened in 2017. It consists of two classrooms, a sensory room and a therapy room. There are currently five pupils on roll. The provision is registered for 12 pupils between the ages of 3 and 11. The proportion of pupils who have special educational needs and/or disabilities is above the national average. The school has been through a period of significant staffing changes since the last inspection. There have been three associate headteachers in rapid succession. The current associate headteacher started working at the school on a part-time basis last term. They became full time in September 2018. There have been a lot of changes to the teaching staff in the past two years. The proportion of pupils supported by the pupil premium is similar to that found in most schools. Children in the early years are taught in a part-time Nursery and a Reception class. The school runs a breakfast club.

Summary of key findings for parents and pupils

This is a school that requires improvement Leaders and governors have not ensured that the school provides a good standard of education. Pupils often do not make good enough progress from their starting points. They attain below the national average. The quality of teaching, learning and assessment is variable. Sometimes, teachers are not accurate in their assessments of how pupils are achieving. Staff often do not have high enough expectations of what pupils can achieve. Work provided is not always challenging. Leaders do not always hold teachers fully to account for pupils’ progress. Phonics teaching is variable. Pupils are often not given enough chances to write at greater length. Middle leaders, including those who have responsibilities for special education needs (SEN) and/or disabilities, are not held well enough to account for the progress pupils make. Some parents and carers are not fully supportive of the school. They have concerns about the frequent changes in teaching staff. In some lessons, low-level disruption affects pupils’ learning. Pupils are not always helped by staff to be successful learners. The local governing body does not receive clear enough information from the school about how pupils are progressing. Governors do not always hold leaders to account for pupils’ outcomes. The school has the following strengths Leaders have started to have a positive impact on improving the school. Pupils’ progress in mathematics and reading is improving. Behaviour in the playground is much improved. Attendance is in line with the national average. The trust has provided effective support to the school during a period of staffing turbulence. Children get off to a good start in the early years. They make strong progress and enjoy their learning because the leadership of teaching is stronger than elsewhere in the school. The quality of teaching in Years 1 and 6 is stronger than in the rest of the school. Pupils in these classes make better progress than others. Pupils in the specialist provision make good academic and personal progress.