|Name||Frederick Bird Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||05 June 2019|
|Address||Swan Lane, Coventry, West Midlands, CV2 4QQ|
|Religious Character||Does not apply|
|Number of Pupils||862 (50% boys 50% girls)|
|Number of Pupils per Teacher||21.2|
|Percentage Free School Meals||27%|
|Percentage English is Not First Language||70.6%|
|Pupils with SEN Support||16.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Frederick Bird Primary School is much larger than the average-sized primary school. A new headteacher started in post in September 2018. The proportion of pupils supported with an education, health and care plan and those who receive SEN support is below the national average. A much larger than average proportion of pupils are disadvantaged. The school serves a community of pupils from a wide range of ethnic backgrounds. Pupils with English as an additional language account for three-quarters of the school’s population. The school does not have a religious character. The chair of governors took up her post in January 2019.
Summary of key findings for parents and pupils
This is a school that requires improvement Leaders’ development plans lack precision. They do not focus sharply enough on what needs improving. As a result, leaders’ actions to improve teaching and raise standards are not as successful as they could be. Older pupils have some gaps in their learning as a result of historical weaknesses in the quality of teaching. Current pupils are steadily catching up, but the least able and most able pupils sometimes do not achieve as well. The quality of teaching across the school is not consistently good. While teachers’ use of assessment is improving, it is not used consistently well by all teachers to identify and address gaps in learning. Not all pupils attain as well as they should in reading. This means that some pupils leave primary school not fully prepared for the demands of secondary school. The curriculum, while engaging, does not demand enough from pupils in some subjects to enable them to acquire a good depth of understanding. Leaders and governors do not check carefully enough on the use of pupil premium funding to ensure that it is making a positive difference to the outcomes of disadvantaged pupils. Provision for pupils with special educational needs and/or disabilities (SEND) is not personalised enough to enable pupils to make the best possible progress from their starting points. The school has the following strengths Leaders promote pupils’ personal development well. Pupils show high levels of respect and empathy for others. The school prepares pupils effectively to be responsible citizens in today’s global society. Pupils behave very well in lessons. They look after each other on the playground. Pupils enjoy coming to school. Leaders have been successful in raising pupils’ rates of attendance. Children get off to a good start in the early years. A nurturing environment and good-quality learning experiences ensure that children achieve well. Provision for pupils with English as an additional language, especially for those who are new to English, is strong. This helps them to make good progress.