|Name||Forsbrook CofE Controlled Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||17 May 2016|
|Address||Cheadle Road, Blythe Bridge, Stoke-on-Trent, Staffordshire, ST11 9PW|
|Religious Character||Church of England|
|Number of Pupils||235 (50% boys 50% girls)|
|Number of Pupils per Teacher||29.4|
|Percentage Free School Meals||9.2%|
|Percentage English is Not First Language||0.9%|
|Pupils with SEN Support||8.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than an average-sized primary school. Most pupils are from White British backgrounds. There are very few pupils who speak English as an additional language. The proportion of pupils supported by the pupil premium is below average. The proportion of pupils who have special educational needs or disability, including those supported with a statement of special educational needs or an education, health and care plan, is below average. The school has been led by two co-headteachers since September 2015. The principal headteacher, who led the school at the time of the last inspection, is on the school site three days a week. The co-headteacher who is the former deputy headteacher leads the school for two days a week. School leaders provide school-to-school support within the local authority and beyond. The school meets requirements for the publication of specified information on its website. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. A nursery and a linked before- and after-school club operate on the school site. This provision is managed by the governing body but is inspected separately.
Summary of key findings for parents and pupils
This is an outstanding school The school is exceptionally well led. Leaders and managers have established a positive and ambitious culture in which pupils thrive. The co-headteachers, supported by the assistant headteacher, the staff and the governors, have taken effective action to improve the school. High-quality teaching over time has ensured that pupils have made rapid progress in a range of subjects. Disadvantaged pupils make accelerated progress in the school. Their attainment is higher than that of other pupils nationally. The most able pupils make rapid progress in the school. Their progress is faster than that of other high-attaining pupils nationally. The provision for pupils who have special educational needs or disability is of the highest quality. This means that they make strong progress from their starting points. The quality of the early years provision is exceptional. Children of all abilities make accelerated progress as a result of teaching of the highest quality in the Reception class. The curriculum is broad and balanced and offers a variety of learning experiences which interest and engage pupils. Pupils’ spiritual, moral, social and cultural awareness is developed extremely well as this is a fundamental part of the school’s Christian ethos. British values are promoted most effectively. Pupils are well prepared for life in modern Britain. Pupils are polite, considerate and respectful. Their behaviour inside and outside of the classroom is of a high standard. Attendance is above the national average. Most pupils have excellent attendance. The arrangements for safeguarding are effective. Pupils are taught how to be safe and feel safe. The primary school physical education and sport premium is used exceptionally well to promote active lifestyles and sporting excellence. Parents are extremely supportive of the work of the school. They believe that their children are well taught, that they make good progress and that communication with the school is of a high quality. Governance is strong. Governors have a wide range of experience, knowledge and understanding to hold leaders to close account. As they strive for excellence, leaders plan to improve their strong systems for analysing pupil behaviour and achievement.