Francis Baily Primary School

Name Francis Baily 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 09 June 2016
Address Skillman Drive, Thatcham, Berkshire, RG19 4GG
Phone Number 01635862188
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 575 (50% boys 50% girls)
Number of Pupils per Teacher 27.0
Academy Sponsor Kennet School Academies Trust
Local Authority West Berkshire
Percentage Free School Meals 9.6%
Percentage English is Not First Language 5%
Persisitent Absence 6.8%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Francis Baily Primary School is larger than the average-sized primary school. The proportion of pupils supported by the pupil premium is low. The proportion of pupils identified as having special educational needs or disability is lower than the national average. The majority of children are of White British heritage. The proportion of pupils who come from minority ethnic backgrounds or who speak English as an additional language is low. Few pupils are from any single minority ethnic group. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress. The school meets requirements on the publication of specified information on its website.

Summary of key findings for parents and pupils

This is a good school Leadership is strong. Senior leaders are ambitious and have secured necessary improvements since the last inspection. Middle leaders are confident and have a good impact on the teaching and learning in the school. Governors know the strengths and weaknesses of the school. They are dedicated, and challenge school leaders appropriately to ensure continued improvement. The quality of teaching has improved due to a coaching model introduced by leaders. It is now good. Teachers’ questioning is strong, enabling pupils to reflect and reason. Behaviour is good. Pupils are polite and welcoming. They are eager to explain their learning and share their ideas. They show great respect for each other and for adults. Procedures for keeping pupils safe are well embedded in the school. Pupils understand how to keep themselves safe. Pupils make good progress in reading, writing and mathematics across the school. The teaching of phonics (letters and the sounds that they represent) is strong. As a result, pupils’ reading skills are well developed. Children in the early years foundation stage make good progress from their starting points. This is due to a very positive learning environment that engages them, encourages them to learn and develops independence. Pupils enjoy coming to school because they are interested in their work. Consequently, attendance is high. It is not yet an outstanding school because : Writing across the curriculum is not consistently strong. Boys do not write as well as girls. Pupils are not given enough opportunities to write outside literacy lessons. The curriculum is not yet embedded throughout the school and there is a lack of consistency in the approach to coverage. Not all objectives are covered or closely linked to pupils’ outcomes. Not enough teaching is outstanding. Few teachers ensure that the presentation of pupils’ work is of a high enough standard.