|Name||Foxhill Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 November 2010|
|Address||Brighouse and Denholme Road, Queensbury, Bradford, West Yorkshire, BD13 1LN|
|Number of Pupils||237 (53% boys 47% girls)|
|Number of Pupils per Teacher||23.4|
|Percentage Free School Meals||8%|
|Percentage English is Not First Language||3.4%|
Information about the school
This is an average-sized school where most pupils come from the immediate area. It has a predominantly White British population. Very few pupils are known to be eligible for free school meals. The proportion of pupils with special educational needs and/or difficulties is below average. While the numbers of pupils with special educational needs is low, the range of needs is becoming more complex and includes specific learning difficulties, behavioural needs, sensory impairment, and autism. Following the retirement of the headteacher, the deputy headteacher has been leading the school for almost four terms. The school did not participate in the 2010 national tests. The Kids Before and After-School Club uses the site but was not part of this inspection.
This is a good school. It has gone through a difficult period since the last inspection. For three years, while standards at the end of Year 2 remained above average, attainment by the end of Year 6 fell year-on-year to broadly average. The new leadership team identified that pupils’ progress through the school was erratic. Over the past four terms, under the leadership of the acting headteacher, staff have worked with determination and tenacity to tackle this. As a result of accurate self-review and a much-improved tracking system, leaders have been able to pinpoint pockets of underachievement and remedy these. Consequently, pupils’ progress has speeded up and gaps in learning have almost all been filled. Attainment has returned to be above average, with the proportion of pupils attaining the higher level (Level 5) being well above the national average. However, some pupils do not achieve as well in science as they do in English and mathematics. Pupils’ achievement has improved because of better teaching and a more imaginative curriculum. Teacher assessment is now accurate and is mostly used well to plan further learning, though this is not always so in all classes. Through daily routines and an extensive programme for their personal education, all pupils make good gains in their spiritual, moral, social and cultural development. They receive good care, guidance and support. Despite being an interim leadership team, leaders and managers know the school very well and have made remarkable progress during their time in post. Faced with a slowing in pupils’ progress and the resultant drop in standards, their focus on improving classroom practice has paid dividends. The systems and structures they have introduced alongside their knowledge and enthusiasm give the school good capacity to continue to improve.