|Name||Forest Park Primary School|
|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||12 June 2013|
|Address||Woodall Street, Waterloo Road, Hanley, Stoke-on-Trent, Staffordshire, ST1 5ED|
|Religious Character||Does not apply|
|Number of Pupils||467 (53% boys 47% girls)|
|Number of Pupils per Teacher||21.6|
|Academy Sponsor||Orchard Community Trust|
|Percentage Free School Meals||32.7%|
|Percentage English is Not First Language||77.7%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Forest Park is larger than average for a primary school. It includes a Nursery unit in which up to 52 three- and four-year-olds are taught full time. Pupils come from an increasingly wide range of ethnic backgrounds, with those from White British, Pakistani or Bangladeshi families forming the largest groups. In recent years, more pupils of Eastern European heritage have started at the school. About three-quarters of pupils speak English as an additional language, a very high proportion. At the time of the inspection, 31 different home languages were known to be spoken by pupils. The proportion of disabled pupils and those who have special educational needs who are supported at school action is well-above average. The proportion supported at school action plus or who have a statement of special educational needs is slightly above average. The proportion of pupils for whom the school receives pupil premium funding is high, at around a half. The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children that are looked after by the local authority. An unusually high proportion of pupils start at the school or leave other than at the usual time, with a high turnover of pupils in each year group every year. Many of the new arrivals speak little or no English when they start. The school meets the government’s current floor targets, which are minimum expectations set for pupils’ attainment and progress. Since the previous inspection, the school has changed its status from a community school to a foundation school. It is now linked to several other local schools which are members of the same foundation trust.
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well throughout the school, whatever their ability or background, because : of good teaching in every class. Teachers have high expectations and lessons consistently engage pupils’ interest. As a result, pupils work hard, are enthusiastic, concentrate well and are keen to learn. The school provides an exceptional level of pastoral care that is carefully tailored to the different needs of its pupils and their families. Pupils’ behaviour is good and they have very positive relationships with each other and with staff. They feel very safe in school because they have great trust in the adults to look after them. An excellent range of interesting and exciting activities ensures pupils greatly enjoy school. This curriculum provides particularly well for pupils’ spiritual, moral, social and cultural development. Effective teamwork from teachers and support staff contributes strongly to pupils’ academic and personal development. The excellent children’s team and the language team are particularly successful in liaising with parents to ensure all pupils do well socially and in their learning. Good leadership and management from staff are well supported by the governing body. Together, they have ensured that teaching and pupils’ achievement have improved, and continue to do so. It is not yet an outstanding school because : There is not enough outstanding teaching to make achievement outstanding. The pace of learning in parts of lessons can be slow for some pupils, and more-able pupils do not always have work that is suitably challenging. Despite improvements this year, progress in writing has been a relative weakness in the past, and attainment in writing still lags behind that in reading and mathematics. Some pupils’ handwriting and presentation are weak, and most pupils are not consistent in using a joined style of handwriting.