|Name||Frithville 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||22 May 2013|
|Address||West Fen Drainside, Frithville, Boston, Lincolnshire, PE22 7EX|
|Religious Character||Does not apply|
|Number of Pupils||Unknown|
|Number of Pupils per Teacher||22|
|Academy Sponsor||Horncastle Education Trust|
|Percentage Free School Meals||23.5%|
|Pupils with SEN Support||41.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This school is much smaller than the average primary school. It ‘federated’ with New York Primary School, six miles away, in 2010. A new joint governing body was formed and an executive headteacher appointed, after a period of instability. The school is also in a ‘collaboration’ of several other primary schools in the area. Most year groups have fewer than seven pupils. Pupils are taught in two classes: Class 1 for children in Reception and pupils in Key Stage 1 (Years 1 and 2), and Class 2 for pupils in Key Stage 2 (Years 3 to 6). About a third of the pupils travel from outside the local area to attend the school. A much higher proportion of pupils than is typical join or leave partway through their primary school education. Pupils often arrive in Year 5 or Year 6. A higher proportion of pupils than average speak English as an additional language. About a quarter of the pupils, an average figure, are from minority ethnic groups, mostly of Eastern European heritage. Most of these pupils arrive speaking little or no English. The proportion of pupils supported by the pupil premium is below the national average. This is additional funding to help certain groups of pupils, and in this school only applies to pupils who are known to be eligible for free school meals. The proportion of disabled pupils and those who have special educational needs supported at school action or school action plus is below average. Currently, none of the pupils have a statement of special educational needs. There are too few pupils in Year 6 to make a valid comparison against the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Pupils of all abilities and from all backgrounds achieve well. They make good progress in reading, writing and mathematics from starting points below the levels expected for their age. Pupils do particularly well in mathematics, and this is reflected in rising results in the national tests at the end of Year 6. Pupils achieve well because teaching is good. Staff provide high levels of care and have good relationships with pupils. Teaching assistants provide skilled support for pupils to which they are assigned. Pupils say they feel safe and well looked after. They behave well and are considerate towards each other and adults. They are keen to learn and enjoy their lessons. Pupils enjoy an exciting range of themed activities to engage their interest and help them learn. They have many opportunities to develop good personal skills and individual talents. The federation brings significant benefits to pupils and staff through shared expertise and joint leadership and management. The executive headteacher’s well-chosen initiatives have galvanised teaching and achievement and set the school on a secure path to further improvement. Governors have a good understanding of the school. They have helped to drive improvement through ensuring that the reports they receive inform them fully about pupils’ progress and the quality of teaching, so they can ask challenging questions. It is not yet an outstanding school because : Where teaching occasionally requires improvement, teachers do not always explain clearly what pupils should learn from the activities planned, and these are not always hard enough for the more-able pupils. Pupils have too few opportunities to extend their skills by writing for a range of purposes. In some lessons, teachers miss opportunities to develop pupils’ mathematical calculation skills by getting them to solve real-life problems. Not all staff have received sufficient training to fully develop in their roles.