|Name||Furzeham Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 May 2019|
|Address||Higher Furzeham Road, Brixham, Devon, TQ5 8BL|
|Religious Character||Does not apply|
|Number of Pupils||312 (49% boys 51% girls)|
|Number of Pupils per Teacher||24.4|
|Percentage Free School Meals||20.4%|
|Percentage English is Not First Language||4.2%|
|Pupils with SEN Support||6.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
The school is larger than the average-sized primary school. The majority of pupils are of White British heritage. The proportion of pupils who speak English as an additional language is below the national average. The proportion of pupils who are known to be eligible for free school meals is in line with the national average. The proportion of pupils with SEND is below the national average. The proportion of pupils with an education, health and care plan is also below the national average.
Summary of key findings for parents and pupils
This is a good school Following the previous inspection in 2017, leaders’ swift response has brought about rapid improvement. As a result, current pupils are making strong progress. The governing body provides effective challenge and support. Governors know the school well because they visit regularly and undertake their roles diligently. Middle leaders are experienced and have embraced their roles. They have used training well to tackle weaknesses identified at the previous inspection. There have been significant improvements in the teaching of English and mathematics. In nearly all year groups, teachers plan tasks that meet the needs of all pupils effectively. The teaching of phonics is now good. Pupils have a secure understanding of the sounds letters make and use it well to read and write. Disadvantaged pupils and those with special educational needs and/or disabilities (SEND) receive effective support. This ensures that they make good progress. The curriculum is well designed and provides pupils with a wide range of opportunities to broaden their horizons. It contributes well to their academic and personal development. Pupils enjoy coming to school and feel safe. Pupils’ conduct around school is at least good. Children in the early years make a good start in their learning. The proportion reaching a good level of development at the end of their Reception Year is now in line with the national average. The school’s assessment systems for pupils with SEND do not allow for teachers to precisely identify pupils’ next steps. Some teachers’ expectations of handwriting and presentation are too low. Current pupils are making strong progress in reading, writing and mathematics. However, pupils’ understanding of vocabulary in different contexts is not secure. Pupils behave well in lessons. However, where work is not well matched to their needs, pupils lose focus and do not make the progress they are capable of. The vast majority of parents and carers say that pupils are looked after well. Nevertheless, some parents do not consider that leaders address poor behaviour effectively or respond quickly to their concerns.