|Name||Fishergate Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||08 November 2017|
|Address||Fishergate, York, North Yorkshire, YO10 4AP|
|Religious Character||Does not apply|
|Number of Pupils||324 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.4|
|Percentage Free School Meals||10.9%|
|Percentage English is Not First Language||17.6%|
|Pupils with SEN Support||4.6%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is a smaller than average primary school. The majority of pupils are White British and there are a small number of pupils with English as an additional language. The school also has a small number of children from service families. The number of pupils eligible for the pupil premium funding is below average. The number of pupils who have SEN and/or disabilities is well below the national average. In 2015 and 2016, the school met the government’s floor standards which set a minimum expectation for pupils’ attainment and progress at the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Fishergate lives up to its motto ‘Achieving great things together’ in everything it does. The exceptional leadership by the headteacher and staff team has created a climate of high expectations, a love of learning and an insistence on the very best for pupils. Governors are committed and knowledgeable. They support and challenge leaders effectively and make a valuable contribution to the development of the school. Outcomes for all pupils at the end of key stage 2 are good in reading, writing and mathematics enabling pupils to leave school well prepared for their next stage of learning. The precise tracking of pupils’ progress in reading, writing and mathematics means leaders and staff have a detailed understanding of how well pupils are doing and what next steps pupils should take. This is not as clear in some foundation subjects. In key stage 1, outcomes in writing are not as strong as they are in the early years or at key stage 2. This is especially true for those who struggle with their writing. Pupils’ personal development, welfare and behaviour are outstanding. Pupils conduct themselves extremely well around school. Their attitudes to learning in lessons are very positive and many play an important part in supporting their own learning and the learning of others. Leaders are diligent in carrying out their duties for safeguarding. As a result, pupils say that they feel safe in school. Their welfare needs are very well met. The provision for early years is outstanding. High-quality leadership and teaching create a stimulating learning environment and ensure that children have the best possible start to school life. As a result, they flourish. The spiritual, moral, social and cultural education is outstanding. Pupils have a wide range of opportunities both in the curriculum and in the community to practise these skills. They demonstrate the respect and care of each other saying that it’s alright to be different.