|Name||Forest Lodge Academy|
|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||14 January 2015|
|Address||Charnor Road, Leicester, Leicestershire, LE3 6LH|
|Religious Character||Does not apply|
|Number of Pupils||630 (51% boys 49% girls)|
|Number of Pupils per Teacher||21.2|
|Academy Sponsor||L.E.A.D. Academy Trust|
|Percentage Free School Meals||35.9%|
|Percentage English is Not First Language||20%|
|Pupils with SEN Support||14.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Forest Lodge is much larger than the average-sized primary school, and is increasing in size. A new school building, to enable the school to accommodate three classes per year group, is being constructed adjacent to the present building. The school operates morning and afternoon Nursery classes. All year groups from full-time Reception to Year 5 have two classes. Year 6 has three classes. The proportion of pupils supported by the pupil premium, just over half of the school population, is much higher than the national average. About a third of pupils are from minority ethnic groups. This is broadly similar to the national average. About a quarter of pupils speak English as an additional language. Although this is much higher than most schools, few are at an early stage of learning English. 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 operates its own breakfast and after-school clubs. The proportion of disabled pupils and those who have special educational needs, about a fifth, is broadly average. The school has a close association with two other local schools, with whom ideas are shared, and learning initiatives planned and carried out.
Summary of key findings for parents and pupils
This is a good school. Under the dynamic leadership of the headteacher, the school has improved rapidly since the previous inspection and is now good. From their different starting points, pupils of different abilities make good progress in reading, writing and mathematics. The pace of learning is good and pupils are eager to succeed. They receive good guidance through the marking of their work in English and mathematics. Provision for children in the early years is effective. They make good progress because : teaching is good, particularly in Nursery. Pupils’ attitudes to learning are good. Their general behaviour in classrooms and around the school is exemplary. Pupils feel very safe in school. The culture of tolerance, respect and calmness which pervades the school leads to outstanding elements in pupils’ spiritual, moral, social and cultural development. The senior leadership team makes rigorous checks on the effectiveness of the school’s performance and quality of teaching. The governing body is very well guided and led by the Chair. Governors are ambitious to improve the school further. Pupils benefit from participation in a wide range of sporting activities and very effective classroom-based learning that promote their physical well-being and their enjoyment of school. It is not yet an outstanding school because : Despite the school’s relentless efforts, attendance remains below average. Occasionally, tasks set by teachers do not extend or challenge pupils, especially the most able, sufficiently. The presentation of pupils’ work in subjects other than English and mathematics sometimes lacks care and is untidy.