|Name||Friarage Community Primary School|
|Ofsted Inspection Rating||Inadequate
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||23 October 2018|
|Address||Longwestgate, Scarborough, North Yorkshire, YO11 1QB|
|Religious Character||Does not apply|
|Number of Pupils||371 (43% boys 57% girls)|
|Number of Pupils per Teacher||19.7|
|Academy Sponsor||Scalby Learning Trust|
|Local Authority||North Yorkshire|
|Percentage Free School Meals||42.1%|
|Percentage English is Not First Language||27.5%|
|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 an average-sized primary school. The proportion of pupils who speak English as an additional language is just above the national average. The proportion of pupils with SEND is above average. The proportion of disadvantaged pupils, who are known to be eligible for support through the pupil premium funding, is well above average. The school provides a breakfast club each morning for pupils. The headteacher role is shared by two leaders who were not in their current posts during the last inspection. Leaders have received extensive support from the local authority and are currently receiving formal support from a multi-academy trust.
Summary of key findings for parents and pupils
This is an inadequate school Over time, leaders, including governors, have failed to halt the steep decline in the quality of education the school provides. Teaching and pupils’ outcomes across key stage 2 are inadequate. Leaders, including middle leaders, have been too slow to secure improvement. They do not monitor the school’s work closely enough. Their actions have not had sufficient impact to accelerate pupils’ progress. Leaders have not ensured that funding for disadvantaged pupils is spent effectively. As a result, these pupils, including in the early years, are not making good progress or achieving the standards of which they are capable. Standards attained by pupils at the end of key stage 2 for reading and mathematics have been significantly below average for several years and show little sign of improvement. More recently, pupils’ attainment in writing has declined sharply in key stage 2. Weaknesses in teaching have led to pupils making inadequate progress in a range of subjects, including English and mathematics, across key stage 2. Too often, teachers’ expectations of what pupils can achieve are too low. Leaders have not planned an effective curriculum to ensure that pupils acquire the necessary knowledge and skills in subjects such as history and science across key stage 2. While some children in the early years make good progress, this is not consistently the case for all. The progress made by the most able children and boys is variable. The school has the following strengths Pupils conduct themselves in a calm, orderly way in and around the school. Leaders have worked with families to ensure that pupils attend school regularly. The teaching of phonics has improved. Pupils are acquiring reading skills more effectively across the early years and key stage 1. Pupils feel safe in school and take responsibility for making safe choices, for example when working and playing online.