|Name||Frizinghall Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||26 June 2018|
|Address||Salisbury Road, Frizinghall, Bradford, West Yorkshire, BD9 4HP|
|Religious Character||Does not apply|
|Number of Pupils||431 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.0|
|Percentage Free School Meals||25.9%|
|Percentage English is Not First Language||83.8%|
|Pupils with SEN Support||13.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Frizinghall Primary School is larger than the average-sized primary school. The school has a 39-place Nursery provision offering morning sessions. The acting headteacher has been in post since September 2017. The acting deputy headteacher has been in post since September 2017. The acting assistant headteacher, with responsibility for the curriculum, has been in post since 2017. Most pupils come from minority ethnic backgrounds. .The proportion of pupils new to English, or in the early stages of learning English as an additional language, is above average. This is because there has been an increase in pupils starting school at other than the usual times, often from Eastern European countries. The proportion of disadvantaged pupils eligible for the pupil premium is above the national average. The proportion of pupils who have SEN and/or disabilities is above the national average. The school has a breakfast club that offers before-school sessions. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress by the end of Year 6.
Summary of key findings for parents and pupils
This is a school that requires improvement In key stages 1 and 2, there is too much variability in the quality of teaching. Staff expectations of what pupils can, and should, achieve are not consistently high. As a result, pupils, including those who are disadvantaged, do not make consistently good progress. Staff, as a matter of course, do not use the detailed information that the school gathers on pupils’ progress to focus their teaching. Most-able pupils, including most-able disadvantaged pupils, do not make the progress that they should because they are not consistently challenged by work that stretches them. Although improving, the attendance of the small group of pupils who are persistently absent is not yet good enough. Not enough is made of the skills, knowledge and expertise of teaching assistants. The school has the following strengths The acting headteacher has established a culture of openness, collaboration and energy. There are increasingly robust systems in place for monitoring the quality of teaching and the progress of pupils. Pupils are well behaved. They want to learn. They are kind and understanding. They are proud of their school and want to do well. Pupils who have special educational needs (SEN) and/or disabilities receive effective support. They achieve well from their starting points. The early years provision is well led and increasingly successful. Children get off to a good start at the school. Staff morale is high. There is a strong desire to improve. The majority of teaching is effective. Pupils enjoy learning in interesting and attractive classrooms, where skilled staff care for them well. Safeguarding is effective. Staff receive appropriate, up-to-date training that ensures they have the knowledge and skills to keep pupils safe. The school’s work to develop pupils’ spiritual, moral, social and cultural awareness is strong. Staff provide pupils with many opportunities to explore these aspects of their lives through a range of extra-curricular and other activities.