Foley Park Primary School and Nursery

About Foley Park Primary School and Nursery Browse Features

Foley Park Primary School and Nursery


Name Foley Park Primary School and Nursery
Website http://www.foleypark.worcs.sch.uk
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 02 December 2015
Address Northumberland Avenue, Kidderminster, Worcestershire, DY11 7AW
Phone Number 01562823857
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 230 (53% boys 47% girls)
Number of Pupils per Teacher 0.0
Academy Sponsor Victoria Academies Trust
Local Authority Worcestershire
Percentage Free School Meals 28.7%
Percentage English is Not First Language 3%
Persisitent Absence 17%
Pupils with SEN Support 18.3%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a smaller than average primary school. Most pupils are of White British heritage. The proportion of pupils from minority ethnic groups is well below average. The proportion of pupils who speak English as an additional language is well below average. The proportion of disabled pupils and those who have special educational needs is above average. The proportion of pupils with a statement of special educational needs or an education, health and care plan is above average. The proportion of pupils who are known to be eligible for the pupil premium (additional government funding to support pupils who are known to be eligible for free school meals and those in local authority care) is above average. The school meets the government’s floor standards, which set the minimum standards expected nationally for pupils’ attainment and progress in English and mathematics. The breakfast club is managed by the governing body. There have been some changes in staff since the previous inspection and the establishment of a new senior leadership team.

Summary of key findings for parents and pupils

This is a good school Leaders and managers have high aspirations for the school, determined that pupils will be well equipped to move onto secondary school. Pupils make good progress through the school so that they reach standards in reading, writing and mathematics that are in line with national averages. Teaching, learning and assessment have improved rapidly since the last inspection so that the majority is good or better. As a result, pupils enjoy their learning and make progress. Children in the early years provision make good progress because their teachers plan activities that match their interests so that they develop a range of skills. Leaders mentor and support their colleagues to develop their professional skills. Pupils behave well around school. They show respect for their friends and adults in school and are very welcoming to visitors. Governors have a clear understanding of the strengths and weaknesses of the school. This enables them to ask questions and challenge leaders to make further improvements. Pupils are kept safe. Adults ensure that there is a safe environment and that pupils understand how to keep themselves safe. Spiritual, moral, social and cultural development is threaded throughout the life of the school. This is underpinned by the school’s values. Parents appreciate the chances to participate in activities in the school and so understand better how their children are learning. It is not yet an outstanding school because : Sometimes the activities planned for pupils are not quite at the right level and so pupils find it hard to complete the task and lose concentration. Teachers have not yet been able to fully benefit from sharing best practice with other teachers, including those in other schools. The information gathered about how well pupils are achieving is not yet consistently used effectively. Plans are not always clear enough about what progress is expected of pupils and how this will be evaluated.