|Name||Flowery Field Primary School|
|Ofsted Inspection Rating||Good
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
|Inspection Date||16 June 2015|
|Address||Off Old Road, Hyde, Cheshire, SK14 4SQ|
|Religious Character||Does not apply|
|Number of Pupils||677 (46% boys 54% girls)|
|Number of Pupils per Teacher||21.8|
|Academy Sponsor||The Enquire Learning Trust|
|Percentage Free School Meals||30.6%|
|Percentage English is Not First Language||16.1%|
|Pupils with SEN Support||20.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Flowery Field Primary School is larger than the average-sized primary school. The large majority of pupils are of White British heritage. Most other pupils are of Bangladeshi heritage and speak English as an additional language. Early years provision is part-time in the Nursery and full-time in the Reception class. Some children are at the early stages of learning to speak English as an additional language when the join the school in the early years. The proportion of disadvantaged pupils, those supported through the pupil premium, is much higher than average. The pupil premium is additional government funding to support those pupils known to be eligible for free school meals and those children who are looked after by the local authority. The proportion of disabled pupils and those with special educational needs is above the national average. In some year groups it is much higher than average. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school provides a before- and after-school club run by a private provider. This provision is subject to separate inspection. Reports for this setting may be viewed at www.gov.uk/ofsted The school moved into new premises in March 2015. Previously, the school was housed in two separate buildings, one for the early years and the infants and the other for the junior department.
Summary of key findings for parents and pupils
This is a good school. Very effective leadership by the headteacher, ably supported by the deputy headteacher, senior leaders and governors, has led to improvements in teaching and pupils’ achievement. Staff morale is high. From starting points that are often lower than those typically seen, all groups of pupils make good progress in all key stages in reading, writing and mathematics. Standards by the end of Year 6 are usually broadly average. Good teaching ensures that pupils are well supported to achieve the best they can. The teaching of reading in Key Stage 2 is particularly effective. Teachers use their assessments of what pupils already know and can do to good effect to plan future learning and to ensure that pupils are motivated and engaged by their activities. Well-trained and highly focused teaching assistants make a very strong contribution to pupils’ personal development and their academic achievements. Pupils’ behaviour is good and attitudes to learning are positive. Pupils get on well together and learn in a harmonious and calm environment. Effective arrangements are in place to ensure all pupils are safe. Pupils feel safe. Pupils enjoy school. The curriculum is very well enriched with a range of visitors, clubs, trips and residential visits. Pupils achieve particularly well in music and sport. Governors are knowledgeable and skilled. They are supportive of the school and challenge leaders to improve and to provide excellent practice and outcomes for all. Provision in the early years is good. Good teaching and effective support ensure that children’s learning gets off to a good start. It is not yet an outstanding school because : Work for the most able pupils sometimes lacks challenge; they are not always moved onto harder work quickly enough. In the early years and Key Stage 1, pupils, particularly those who speak English as an additional language, do not always have enough opportunities to practise their phonics skills (linking letters with the sounds they make). Opportunities for pupils to write at length and to use and apply their calculation skills are sometimes overlooked when they complete work in subjects other than English and mathematics. Middle leaders, such as those responsible for subjects, do not always have the opportunity to check on how well pupils are learning in their areas of responsibility. This impacts on their ability to drive improvements in teaching and pupils’ achievement.