Fishwick Primary School

Name Fishwick Primary School
Ofsted Inspection Rating Good
Inspection Date 16 June 2015
Address Downing Street, Preston, Lancashire, PR1 4RH
Phone Number 01772491402
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 146 (51% boys 49% girls)
Number of Pupils per Teacher 14.6
Local Authority Lancashire
Percentage Free School Meals 34.7%
Percentage English is Not First Language 36.3%
Persisitent Absence 7.9%
Pupils with SEN Support 24%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fishwick Primary School is much smaller than the average-sized primary school. The proportion of pupils from minority ethnic backgrounds and pupils who speak English as an additional language is above average. The proportion of disabled pupils and those who have special educational needs is above the national average. The proportion of disadvantaged pupils, those supported by the pupil premium, is well above the national average. The pupil premium is additional government funding for those pupils who are known to be eligible for free school meals and those children who are looked after by the local authority. The school meets the government’s current floor standards which are the minimum expectations for attainment and progress in English and mathematics by the end of Year 6. The school has had a high proportion of pupils who have joined the school at various times over the last two years. The deputy headteacher has joined the school since the previous inspection. The headteacher joined in January 2015 and two teachers have started since September 2014. Pupils are taught in four classes: Reception Year, Years 1 and 2 together, Years 3 and 4 together, and Year 5 and 6 together. The number in each year group can be less than nine. The school offers a breakfast club managed by the governing body.

Summary of key findings for parents and pupils

This is a good school. The headteacher provides high quality leadership and is driving improvements in teaching and pupils’ achievement across the school. Governors are fully involved in the school’s activities and visit the school regularly. They know how well it is doing and how well pupils are learning. Leaders and staff have created a positive and welcoming atmosphere where pupils learn well and flourish. The curriculum is well planned with a wide range of lively activities supporting pupils’ enjoyment of learning. Pupils are able to take part in a wide range of sporting activities in teams as well as exploring the outdoors. Behaviour is good. Pupils are a calm and quiet around school, quickly settle down to their work, keen to learn and to do their best. Pupils are considerate and respectful towards others. They get on well with each other and with the adults in the school. Pupils feel safe and secure. They are well cared for at all times of the day. Attendance is improving and is now average. The quality of teaching is good. Teachers use clear explanations and provide opportunities for pupils to discuss their learning. The clear comments in teachers’ marking are helping pupils to improve their work. Teaching assistants provide good support in the class and make a valuable contribution to pupils’ learning. The achievement of pupils is good. From their various starting points, the progress of all groups of pupils in reading, writing and mathematics is good. Children get off to a good start in the early years where they are eager to learn and behave well. Early years staff have high expectations of children. As a result, they achieve well and make good progress from their individual starting points. It is not yet an outstanding school because : Pupils’ presentation of written work in their books is not always of the highest standard. The skills pupils learn in mathematics are not developed enough through other subjects. Full use is not made of the outdoors areas available for Years 1 to 6 to extend pupils’ learning. During lessons, questions to pupils do not always challenge their thinking. The most-able pupils are not always challenged enough during lessons. Leaders do not provide opportunities for teachers to observe outstanding practice in other schools.