|Name||Forest Hall Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||30 November 2017|
|Address||Delaval Road, Forest Hall, Newcastle-upon-Tyne, Tyne and Wear, NE12 9BA|
|Religious Character||Does Not Apply|
|Number of Pupils||191 (58% boys 42% girls)|
|Number of Pupils per Teacher||18.4|
|Local Authority||North Tyneside|
|Percentage Free School Meals||20.3%|
|Percentage English is Not First Language||2.6%|
Information about this school
The school meets requirements on the publication of specified information on its website. The school is smaller than the average-sized primary school. The proportion of pupils eligible for the pupil premium is average. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils from minority ethnic groups and who speak English as an additional is below average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6. The school runs a breakfast club and provides wraparound care for nursery children. A variety of after-school clubs are also on offer.
Summary of key findings for parents and pupils
This is a school that requires improvement The quality of teaching varies across year groups and subjects, and this contributes to unevenness in pupils’ current progress in key stages 1 and 2. Teachers do not consistently pitch work at a level that enables pupils to make consistently good progress or that provides them with sufficient opportunities to work at a greater depth of understanding. Pupils do not make good progress in mathematics across all year groups as they are not given regular opportunities to apply their reasoning skills or move on in their learning. Although improving, outcomes remain variable for disadvantaged pupils, who remain more likely to be absent than their peers. New initiatives are building pupils’ reading and comprehension skills, although there is still variance in progress between classes and for different groups of pupils. Pupils do not make consistently good progress in the wider curriculum, as variability remains in their opportunities to develop deeper knowledge, understanding and skills across a range of subjects, including history and religious studies. The school has the following strengths The headteacher and her team responded resolutely to a period of staffing turbulence to secure improvements across all key stages in 2017. Leaders and governors have implemented clear improvement plans that are already securing improvements in pupils’ progress and in the proportions of pupils achieving expected standards at key stage 1 and 2. Effective leadership and good teaching have enabled pupils to make good and improving progress in the early years. New leaders are developing expertise through effective partnerships with improvement partners that are supporting improvements in teaching and pupil outcomes.