|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||30 November 2017|
|Address||Bury Road, Brandon, Suffolk, IP27 0FP|
|Religious Character||Does not apply|
|Number of Pupils||396 (54% boys 46% girls)|
|Number of Pupils per Teacher||23.3|
|Academy Sponsor||Forest Academy|
|Percentage Free School Meals||18.8%|
|Percentage English is Not First Language||11.6%|
|Pupils with SEN Support||9.3%|
|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 complies with Department for Education guidance on what academies should publish. A partnership agreement is in place with Elveden Church of England Primary Academy. Through this agreement, the headteachers of the two schools share the leadership of both academies equally although each is currently employed by only one academy. Other leaders have responsibility across both academies, and teachers plan together. Pupils have some opportunities to participate together in trips and a range of events. The two schools have separate governing bodies but the chair of governors at Forest Academy is also the chair of governors at Elveden Church of England Primary Academy. Forest Academy is larger than the average-sized primary school. Most pupils are from White British backgrounds. The proportion of pupils speaking English as an additional language is below the national average. The proportion of pupils who are supported by the pupil premium is broadly average. The proportion of pupils who have SEN and/or disabilities is below the national average.
Summary of key findings for parents and pupils
This is a school that requires improvement Many pupils do not achieve as well as they should in English and mathematics by the end of key stage 2. Leaders’ and governors’ actions to improve pupils’ progress in English and mathematics in key stage 2 have only recently started to have a positive impact. At times, staff do not have sufficiently high expectations of pupils. When this happens, pupils are not challenged by the tasks they are set. While some teaching helps pupils to make progress, there are inconsistencies in the quality of teaching across the school. Some disadvantaged pupils do not make the progress they are capable of because some teachers do not take their specific needs sufficiently into account. In some classes, teachers do not correct pupils’ misconceptions in a timely way. As a result, the progress pupils make slows. Leaders do not ensure that where there is effective teaching practice it is shared widely. As a result, the quality of teaching pupils receive over time is inconsistent. On occasions, questioning in the early years does not challenge children enough. Leaders have not ensured that children have access to a variety of learning activities and resources. The school has the following strengths Through a legal partnership, the school works with a local primary school. Senior leaders from both schools co-operate closely. Teaching in some classes helps pupils to make good progress because teachers explain work clearly and well and help pupils overcome difficulties in their learning. Leaders provide well for pupils’ spiritual, moral, social and cultural development. Newly introduced strategies are leading to improvements in the quality of teaching, learning and assessment but these have not had time to make a difference to pupils’ overall achievement over time. Pupils achieve well in phonics because they are taught consistently well. Pupils conduct themselves well in school and are keen to learn.