|Name||Fishburn Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||20 March 2019|
|Address||East View, Fishburn, Stockton-on-Tees, TS21 4AU|
|Religious Character||Does Not Apply|
|Number of Pupils||172 (45% boys 55% girls)|
|Number of Pupils per Teacher||19.8|
|Percentage Free School Meals||26.5%|
|Percentage English is Not First Language||0.6%|
Information about this school
This school is slightly smaller than the average-sized primary school. In the early years, children in the Nursery are offered placements of up to 34 hours per week. The proportion of disadvantaged pupils is above average. The proportion of pupils who speak English as an additional language is below average. Most pupils are from White British heritage. A higher proportion of pupils join or leave the school throughout the academic year than is found nationally. The school has received support from the local authority since the previous inspection. The school operates a breakfast club and an after-school club.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders and governors are tenacious in improving pupils’ well-being. However, they do not apply the same rigour to raising standards and improving the quality of teaching across the whole school. The quality of teaching, learning and assessment is variable. Assessment information is not used well enough by some teachers. Pupils’ attainment in reading (including phonics), writing and mathematics at the end of key stage 1 is lower than in other schools nationally. Learning tasks are not consistently matched well to the needs of individual pupils across classes. Consequently, pupils sometimes misbehave, disrupting their own learning and that of other pupils. Middle leaders, including the special educational needs coordinator (SENCo), require further training and support to help them monitor and evaluate the impact of their work. The good practice in school is not shared widely enough to develop the practice of all teachers to improve pupils’ learning across the curriculum. Leaders have not established a consistent approach to the teaching of reading. Although many pupils read regularly with adults, books for younger pupils are not accurately matched to their phonic ability. Across key stages, practice is variable. The teaching of phonics is not good enough. The proportion of pupils achieving the required standard in the Year 1 phonics check and the Year 2 recheck has been below the national average for the past three years. Recent recommendations from the local authority to improve the quality of teaching have yet to be fully implemented so that they impact on outcomes. The school has the following strengths Relationships are a strength throughout the school. Leaders care well for vulnerable pupils and their families. The curriculum provides a wide range of enrichment activities to extend pupils’ learning. The school is an inclusive community where pupils feel safe and enjoy learning.