Glenfield Primary School


Name Glenfield Primary School
Website http://www.glenfield.leics.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 13 June 2017
Address Stamford Street, Glenfield, Leicester, Leicestershire, LE3 8DL
Phone Number Unknown
Type Academy
Age Range 4-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 420 (56% boys 44% girls)
Number of Pupils per Teacher 21.2
Academy Sponsor Scholars Academy Trust
Local Authority Leicestershire
Percentage Free School Meals 10.2%
Percentage English is Not First Language 7.6%
Persisitent Absence 7.1%
Pupils with SEN Support 11%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

The school complies with Department for Education guidance on what academies should publish. The school meets requirements on the publication of specified information on its website. The academy was established in July 2014. It is sponsor-led by Scholars Academy Trust. The school has a specialist speech and language unit that has 28 pupils. The proportion of pupils eligible for free school meals is below average. The proportion of pupils who have special educational needs and/or disabilities is below average. There are three newly qualified teachers. The current headteacher was appointed in October 2015. The majority of staff were appointed in the last three years.

Summary of key findings for parents and pupils

This is a good school The headteacher has an accurate understanding of the school’s strengths and has expertly identified what the school needs to do to improve further. Scholars Academy Trust has provided effective support to the school. The school has undergone rapid improvement over the last two years. Effective professional development is helping teachers and staff to improve their skills. Where teaching is sometimes less effective, teachers are being well supported. Senior leaders monitor teaching closely and check on pupils’ progress frequently, ensuring that differences in achievement are addressed quickly. Teaching in the school is good overall. Teachers have good subject knowledge and ensure that their classrooms are purposeful learning environments. There are positive relationships between pupils and staff. Pupils listen well to adults and follow instructions. Pupils are polite and conduct themselves well during playtimes and lunchtimes. The speech and language unit is an inclusive and nurturing environment where staff cater for pupils’ specific learning needs effectively. Pupils participate in lessons positively and develop their skills and knowledge well. Teaching assistants provide tailored support for vulnerable pupils. They understand and support pupils’ individual needs well. The early years is a safe, well-resourced and exciting place to learn. Children enjoy learning together and play cooperatively. Staff have ensured that children have good routines and that children’s individual needs are met well. Pupils’ overall outcomes are improving quickly. They are making good progress from their starting points. Middle leaders and subject leaders’ leadership skills are not yet fully developed. They focus too much on their actions rather than evaluating the impact of their actions on raising pupils’ achievement. There are minor variations in the quality of teaching. Not all teachers consistently plan and match work to pupils’ abilities as well as they could, particularly for disadvantaged pupils. Pupils’ work is not always presented as well as it could be because pupils do not have enough opportunities to practise their handwriting. Despite leaders’ efforts to improve attendance, not enough pupils who have special educational needs and/or disabilities, and those eligible for free school meals, attend school regularly.