|Name||Forest Gate Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||13 June 2018|
|Address||Daniel Adamson Avenue, Partington, Manchester, Greater Manchester, M31 4PN|
|Religious Character||Does Not Apply|
|Number of Pupils||242 (50% boys 50% girls)|
|Number of Pupils per Teacher||18.0|
|Academy Sponsor||The Dean Trust|
|Percentage Free School Meals||40.5%|
|Percentage English is Not First Language||7.4%|
Information about this school
This school is a smaller-than-average-sized primary school. The school is part of The Dean Trust. The Nursery operates a morning and afternoon provision. The proportion of pupils eligible for pupil premium funding is much higher than the average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. The school operates a breakfast club from 8am, and an after-school club until 5pm. Since the last inspection, there is a new chair of governors and an executive principal and head of school have been appointed. The executive principal oversees the school and the neighbouring Partington Central Academy. The trust provides additional support to the school through an academy director, who oversees performance and collaboration between the schools in the trust. In 2017, the school met the government’s current floor standard, which is the minimum expectation for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school Leaders, including the trust and governors, have made astute and decisive recruitment decisions which have made a significant difference to the quality of teaching and pupils’ outcomes. Although pupils’ progress at the end of 2017 was weak for reading and writing, pupils’ progress in these subjects this year across the whole school, including Year 6, is good. More pupils are achieving the standards expected for their age than before. This year, in Year 6 many more pupils than previously have reached the higher standard and in Year 2 are working at greater depth in English and mathematics. This is not so in other subjects. Too few pupils in other year groups are exceeding the school’s expectations for their age, especially the most able. Teaching is consistently good across the school. Newly qualified teachers are supported extremely well to deliver high-quality learning. While the standard of pupils’ writing is strong and improving across the school in English, teachers’ expectations of writing elsewhere in the curriculum are not as high. Teachers do not enforce the school’s handwriting and presentation policy as strictly as they could. Pupils’ behaviour is good. Pupils are sensible, kind and considerate. They represent their school very well and have high regard for their teachers. The school’s work to support pupils’ spiritual, moral, social and cultural development is commendable. Pupils say that they feel safe and they are well cared for. The curriculum is planned well to protect pupils from risks. It helps them keep a healthy mind and body. Children make good progress in the early years. They are taught well, enjoy learning and grow in confidence. Governors hold leaders to account stringently. The governance structure is effective in monitoring the work of the school. Their work, and that of the school leaders, to promote parents’ and carers’ positive engagement with the school is developing. However, a small but significant minority of parents express dissatisfaction with some aspects of the school. The trust has been pivotal in the school’s rapid improvement journey. It has an effective network of support to sustain improvements.