Fressingfield Church of England Primary School

About Fressingfield Church of England Primary School Browse Features

Fressingfield Church of England Primary School


Name Fressingfield Church of England Primary School
Website http://www.fressingfield.suffolk.sch.uk/
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 29 June 2016
Address School Lane, Stradbroke Road, Fressingfield, Eye, Suffolk, IP21 5RU
Phone Number 01379586393
Type Academy
Age Range 4-11
Religious Character Church of England
Gender Mixed
Number of Pupils 135 (50% boys 50% girls)
Number of Pupils per Teacher 18.5
Academy Sponsor All Saints Schools Trust
Local Authority Suffolk
Percentage Free School Meals 10.9%
Percentage English is Not First Language 5.2%
Persisitent Absence 7.9%
Pupils with SEN Support 8.1%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

This is a smaller than average primary school with small numbers of pupils in some year groups. There is a morning session Nursery class every day, and often these children join with the Reception class to create an early years unit. Pupils are currently taught in mixed-aged classes in key stage 2. Pupils who attend the school are mainly White British. The proportion of, and number of pupils, supported by the pupil premium is low. The pupil premium is extra government funding for pupils known to be eligible for free school meals and children looked after. The proportion of pupils who have special educational needs or disability, or who have a statement of special educational needs or an education, health and care plan is below the national average. A breakfast club is led by the school and provides before-school care. An external provider leads an after-school club. The school meets requirements on 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 in reading, writing and mathematics.

Summary of key findings for parents and pupils

This is a good school The headteacher and assistant headteacher have been effective in improving the school since the previous inspection. They have been well supported by the governors and staff. They have all been committed and effective in improving teaching, learning and achievement. Governors regularly and thoroughly review the work of leaders and check pupils’ progress. They use this information to challenge school leaders to secure the best outcomes for pupils. Leaders provide a high-quality curriculum. It is enriched by exciting visits, and focused days and weeks that bring alive subjects like science, art, history, geography and PSHE. Pupils practise and improve their reading, writing and mathematics knowledge and skills in a range of subjects. Actions taken since the previous inspection have improved the early years. Children make good progress, often from starting points that are lower than typical for their age. They are well prepared for Year 1. Pupils enjoy coming to school, are punctual and attend regularly. Attendance was in line with national averages in 2015, and has risen even higher this year. Pupils’ positive ‘can do’ learning attitudes are a major strength. Learning time is used productively and fully by all. Relationships between pupils and staff are very strong. Pupils are always courteous and respectful and this means they listen and respond well to teachers’ explanations and guidance. It is not yet an outstanding school because : While the progress of the most able pupils has improved since the last inspection, occasionally teachers do not plan work that is sufficiently challenging to make sure they always move on rapidly in their learning. Middle leaders are not always sharp enough in their use of the new assessment processes when making judgements on the quality of teaching and outcomes for pupils in some of the curriculum subjects.