|Name||Furley Park Primary Academy|
|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||11 November 2010|
|Address||Reed Crescent, Park Farm, Kingsnorth, Ashford, Kent, TN23 3PA|
|Religious Character||Does not apply|
|Number of Pupils||609 (50% boys 50% girls)|
|Number of Pupils per Teacher||23.4|
|Academy Sponsor||Ace Learning|
|Percentage Free School Meals||9.9%|
|Percentage English is Not First Language||17.7%|
|Pupils with SEN Support||9.9%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
Furley Park School is larger than most primary schools. Most pupils are from White British backgrounds, and a range of other ethnic backgrounds are represented in small numbers. A few pupils speak English as an additional language. The school serves an area of rapidly expanding housing and population so that an above-average proportion of pupils joins or leaves the school part-way through their primary education. The proportion of pupils who have special educational needs and/or disabilities is above average and represents a wide range of needs. Pupils in the Early Years Foundation Stage are taught in two Reception classes. The school works in an informal partnership with two other primary schools locally. A children’s centre is due to open on the school site early next year.
Furley Park is a good school. Since its last inspection, staff have built well on the strengths identified at that time. As a result, the school has moved on in important aspects of its work and outcomes. For example, pupils’ behaviour is now excellent, which makes an important contribution to their consistently good progress. The school now also has other outstanding aspects to its work, including its partnerships with other establishments. Its work with two other primary schools contributes exceptionally well to pupils’ well-being and achievement. Pupils visit each other’s schools, share work and go on trips together, which all has a considerable impact on their social development. Staff work closely with families to ensure that pupils are outstandingly well cared for. As a result of the emphasis placed on promoting pupils’ emotional and physical well-being, pupils manage themselves very well and respond keenly to the school’s guidance. They have an excellent awareness of how to stay safe because personal safety is emphasised strongly in the curriculum. They are entirely convinced about the benefits of healthy lifestyles and have extremely well-developed habits to help their future health. Pupils achieve well across a broad and interesting curriculum. Children have a good start to their education in Reception and develop a strong foundation for later learning. All groups of pupils make consistently good progress through the school because of effective teaching, so that attainment is above average overall by the time pupils leave the school at Year 6, with the strongest picture in English. At the time of the last inspection, although good overall, pupils did not make consistent progress through Key Stage 2, as they did at Key Stage 1. This is no longer the case. The focus on achievement in writing has increased the proportion of pupils reaching the expected and higher levels by the end of Year 6. This success has been achieved through giving pupils good opportunities to talk about their work, and staff are now working to develop this approach further. The school has recently embarked on a new approach to teaching numeracy, which is proving equally successful in improving pupils’ confidence and attainment in mathematics, but has yet to make a full impact. Teaching engages pupils well and pupils usually find their work challenging, although occasionally the start of the lesson does not take learning for higher-attaining pupils forward quickly enough. Teachers regularly value and display examples of pupils’ work, which pupils find motivating. However, this stimulating approach is not yet used consistently across the school, thus missing opportunities to create interest and provide useful background information for current learning. The headteacher’s very effective leadership motivates and inspires everyone in the school. There is a real sense of shared responsibility and commitment among staff, who feel valued and empowered in their roles. The school’s good track record is accurately identifying the most important areas for further development and seeking innovative solutions. Its success in embedding new initiatives shows its good capacity for sustained improvement.