Fulbrook Middle School

Name Fulbrook Middle School
Website http://www.fulbrookmiddleschool.org.uk
Ofsted Inspection Rating Good
Inspection Date 06 December 2016
Address Weathercock Lane, Woburn Sands, Milton Keynes, Bedfordshire, MK17 8NP
Phone Number 01908582022
Type Academy
Age Range 9-13
Religious Character Does not apply
Gender Mixed
Number of Pupils 425 (51% boys 49% girls)
Number of Pupils per Teacher 16.7
Academy Sponsor Fulbrook Academy
Local Authority Central Bedfordshire
Percentage Free School Meals 9.1%
Percentage English is Not First Language 5.2%
Persisitent Absence 9.6%
Pupils with SEN Support 15.5%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The academy is smaller than the average sized secondary school. Although it is a middle school, it is deemed to be a secondary school. The majority of pupils are from White British backgrounds. The proportion of pupils who come from minority ethnic backgrounds is below average and only a small number of pupils speak English as an additional language. The proportion of pupils who have special educational needs and/or disabilities is above average. The proportion of pupils supported with a statement of special educational needs or an education, health and care (EHC) plan is above average. The proportion of disadvantaged pupils is below the national average. A new headteacher and deputy headteacher have been in post since September 2015. The school meets requirements on the publication of specified information on its website The school complies with Department for Education guidance on what academies should publish. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.

Summary of key findings for parents and pupils

This is a good school Senior leaders and governors have effectively addressed the issues raised at the previous inspection with conviction and determination. As a result, teaching has improved and is mostly securely good. Governors provide effective challenge and support for school leaders. They are ambitious for the school and committed to its further improvement. Staff morale is high and teachers feel motivated by the energy and clear vision of the new leadership team. The proportion of pupils reaching the expected standard by the end of key stage 2 in reading, writing and mathematics is higher than in other schools nationally. However, not enough pupils reach the higher standard in mathematics and writing. Pupils benefit from teaching that mostly engages and stimulates them across subjects and year groups. In a few lessons, the pace and level of challenge does not fully meet the needs of the pupils. Relationships between pupils and teachers are good. As a result, pupils enjoy school and work hard to succeed. The school has strong relationships with parents who feel their children are happy and well cared for at school. Parents are overwhelmingly supportive. The considerate behaviour of pupils in lessons and around the school creates a calm and orderly environment where pupils can work and socialise together harmoniously. Pupils demonstrate a well-developed understanding of and belief in the importance of the ‘Fulbrook values’ that underpin the school curriculum and ethos. Leaders use accurate information on how well pupils are doing to identify who needs extra support, which is then provided swiftly and effectively. However, not all pupils understand the new system that is used to measure their attainment. Disadvantaged pupils start in Year 5 with levels of attainment below that of their non-disadvantaged peers. This difference, although still evident at the end of key stage 2, has almost completely diminished by the end of Year 8. Year 8 pupils are well prepared for their move to upper school. Pupils who have special educational needs and/or disabilities make good progress because : of the effective support they receive. Arrangements for keeping children safe are well managed and effective. Pupils told inspectors that they felt safe in school and well cared for by the adults who work there. The developing confidence of new senior and middle leaders is nurtured well by the headteacher and deputy headteacher. However, some do not evaluate what they do effectively and so the impact of their work is weakened.