|Name||Friday Bridge Community Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||03 July 2018|
|Address||Maltmas Drove, Friday Bridge, Wisbech, Cambridgeshire, PE14 0HW|
|Religious Character||Does not apply|
|Number of Pupils||99 (45% boys 55% girls)|
|Number of Pupils per Teacher||24.8|
|Percentage Free School Meals||27.2%|
|Percentage English is Not First Language||1%|
|Pupils with SEN Support||13.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is smaller than the average-sized primary school. Most pupils are White British. The proportion of pupils of Gypsy, Roma heritage is above the national average. The proportion of pupils from other minority ethnic backgrounds is below the national average, as is the proportion of pupils whose first language is not English. The proportion of pupils eligible for support through the government’s pupil premium funding is above the national average. The proportions of pupils who have SEN and/or disabilities and of those who have a statement of special educational needs or an education, health and care plan are above the national averages. In both 2016 and 2017, the local authority issued a warning notice to school leaders due to significant concerns regarding standards of performance and pupils’ progress being unacceptably low. In 2017, the school did not meet the current government floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics at the end of key stage 2. The current headteacher, assistant headteacher and the chair of the governing body were all appointed in September 2017.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, leaders and governors have not effectively addressed deficiencies in the quality of teaching across subjects and year groups. Consequently, over time, standards have declined, and pupils have not achieved well, especially in reading, writing and mathematics. Until very recently, governors have not had an accurate view of the school’s performance. Over time, this has limited their ability to check on the impact of leaders’ work to improve the school. The use of additional funding for disadvantaged pupils, those who have special educational needs (SEN) and/or disabilities, and physical education (PE) and sport has not been rigorously scrutinised by governors to ensure that it is being spent effectively to secure better outcomes. The leadership of subjects other than English and mathematics is underdeveloped. Newly appointed subject leaders are not yet monitoring the effectiveness of teaching or assessing pupils’ achievement in their areas of responsibility. The quality of teaching across the school is not consistently good. Not all teachers have high enough expectations of what pupils can, and should, achieve. Leaders have not previously ensured that teaching is securing consistently strong progress for all pupils. Therefore, too few pupils reach the expected and higher standards of attainment. Teachers do not routinely provide most-able pupils with activities that challenge and stretch their learning. This slows their progress. The school has the following strengths The new headteacher’s strong leadership and actively ambitious vision for the future are securing swift improvements in teaching and pupils’ progress, particularly in Year 5 and Year 6. She leads the school well and is ably supported by the new assistant headteacher. The teaching of phonics is now good, and the Year 1 phonics outcomes are quickly improving. Children get off to a good start and make good progress in the early years.