Fulfen Primary School


Name Fulfen Primary School
Website http://www.fulfen.staffs.sch.uk
Ofsted Inspection Rating Good
Inspection Date 16 September 2014
Address Rugeley Road, Burntwood, Staffordshire, WS7 9BJ
Phone Number 01543226070
Type Primary
Age Range 2-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 419 (49% boys 51% girls)
Number of Pupils per Teacher 24.4
Local Authority Staffordshire
Percentage Free School Meals 8.7%
Percentage English is Not First Language 0%
Persisitent Absence 5.1%
Pupils with SEN Support 7.9%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fulfen Primary school is larger than the average-sized primary school. There are two classes in each age group, including Nursery and Reception. The vast majority of pupils are of White British heritage. The proportion of disabled pupils and those who have special educational needs supported at school action, at school action plus or with a statement of special educational needs is below the national average. Only a very small number of pupils has an Education, Health and Care plan. The proportion of disadvantaged pupils eligible for the pupil premium (additional government funding for pupils known to be eligible for free school meals and those looked after by the local authority) is lower than average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. In September 2013, the governors appointed a new headteacher and a teacher to lead the Nursery. In January 2014, they appointed a teacher to lead on the coordination of English. In February 2014, they appointed one teacher and, in April 2014, three teachers, including a new leader of the Early Years and a new special educational needs coordinator. In addition, two new teachers also started at the school in September 2014. Recently completed major building work took place in the school last year. There is a before-school breakfast club that is not managed by the governing body and did not form part of the inspection.

Summary of key findings for parents and pupils

This is a good school. The school’s good improvement since the last inspection is due to the very skilled headteacher, the very effective leadership team and to good teaching. In reading, writing and mathematics, pupils of all ages made good gains in skills and knowledge in 2014 as the school accelerated their progress. Pupils now achieve well in reading, writing and mathematics by the time they leave the school at the end of Year 6. Disadvantaged and disabled pupils and those who have special educational needs now make good progress. Provision for children in the Early Years has improved and is now good. The setting is well-organised and welcoming. Resources, both inside and outdoors, are good which has helped to consolidate children’s good progress. Pupils feel safe, behave well and enjoy school. Teaching now is almost always good and sometimes outstanding. Teachers check on pupils’ progress regularly and help them to improve their work. The activities teachers provide for pupils make learning relevant and fun. Pupils’ learning is enlivened by regular visitors, trips to places of local interest and a wide range of enrichment activities. These support pupils’ spiritual, moral and social development very well. The school’s leaders, including governors, make sure that any emerging weaknesses are quickly addressed. They are taking effective action to improve teaching and achievement further. Governors are very knowledgeable about the school’s work. They visit regularly and closely monitor all aspects of its work. They provide effective support and are rigorous in holding leaders to account. It is not yet an outstanding school because : Occasionally, individual pupils are not given challenging enough work to do. When this happens they lose concentration and progress slows. Pupils do not achieve as well in the use of spelling and grammar as they do in reading and other subjects. Teachers do not consistently provide clear guidance or feedback that will help pupils understand how to improve, or check that they act on this advice in their subsequent work. Staff do not share their skills and expertise sufficiently to improve their teaching.