|Name||Fountain Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||14 March 2018|
|Address||Fountain Street, Morley, Leeds, West Yorkshire, LS27 0AW|
|Religious Character||Does not apply|
|Number of Pupils||442 (52% boys 48% girls)|
|Number of Pupils per Teacher||23.6|
|Percentage Free School Meals||19.8%|
|Percentage English is Not First Language||6.3%|
|Pupils with SEN Support||15.4%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. There has been a high turnover of staff since the previous inspection. A new headteacher and phase leaders have recently been appointed. Most pupils are of White British heritage. The proportion of pupils who are disadvantaged is higher than the national average. The proportion of pupils who have SEN and/or disabilities is higher than the national average. However, fewer pupils than that found nationally have an education health and care plan or statement of SEN. In 2017, the school exceeded the government’s current floor standards, which are the minimum performance expectations for primary schools.
Summary of key findings for parents and pupils
This is a school that requires improvement In the past, the school’s curriculum has been too narrow. Consequently, pupils’ subject-specific skills are limited. Leaders have taken action to improve the curriculum, which is now broad and balanced. Subject leaders, beyond English and mathematics, are very new to their role. It is too early for them to have brought about sufficient improvements in their subjects. The lack of focused leadership in phonics has led to variability in the quality of teaching and to a decline in pupils’ outcomes in the Year 1 phonic screening check in 2017. Leaders’ action plans are detailed, but they do not focus sharply enough on the gains required in pupils’ achievement at both the expected and higher standard. Over time, pupils’ outcomes have not been good enough. In 2017, pupils’ progress from their entry into Year 3 to the end of Year 6 was below average in reading, writing and mathematics. Current pupils’ outcomes are improving, but there remain pockets of underachievement that need ironing out. Differences between disadvantaged pupils’ outcomes and those of others are diminishing, but remain wider than those found nationally. The quality of teaching is too variable. Not all teachers have high enough expectations of what pupils can achieve. Teaching in the early years is also too variable. A lack of strong leadership has resulted in inconsistencies in practice between Nursery and Reception classes. The school has the following strengths Leaders, including governors, have a clear understanding of what needs to improve and are already taking effective action. They provide the necessary capacity to secure further improvement. Current pupils’ outcomes are showing a marked improvement on previous years. Pupils’ behaviour is good. They are proud members of Fountain Primary School and embrace the wider opportunities they receive. Pupils say they feel safe and feel there is a trusted adult in whom they can confide. Children in the Nursery get off to a good start in their learning.