|Name||Marshfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 December 2017|
|Address||Thornton Lane, Little Horton, Bradford, West Yorkshire, BD5 9DS|
|Religious Character||Does Not Apply|
|Number of Pupils||455 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.7|
|Percentage Free School Meals||14%|
|Percentage English is Not First Language||80.9%|
Information about this school
The school meets requirements on the publication of specified information on its website. Marshfield Primary School is larger than the average-sized primary school. The proportion of disadvantaged pupils supported through the pupil premium is average. The large majority of pupils are of Pakistani backgrounds. The proportion of pupils who speak English as an additional language is well above the national average. The proportion of pupils who have SEN and/or disabilities is just below the national average. This has reduced from the past. The proportion of pupils who have a statement of SEN or an education, health and care plan is just above the national average. This has increased in recent years. Children attend the Nursery part time. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ progress and attainment in English and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school The headteacher’s strong commitment and drive, along with the support of her senior leadership team, have ensured that the school’s focus on teaching and learning is having a positive impact on pupils’ outcomes across the school. The school’s structured approach to planning and delivering teaching in English, mathematics and across the curriculum ensures that the quality of teaching is consistently good. Effective provision in early years ensures that children quickly adapt to school life and get off to a good start. Through key stage 1, pupils make good progress in reading, writing and mathematics to achieve outcomes in line with the national average at expected levels and greater depth. Through key stage 2, pupils achieve well, particularly in writing and mathematics. Improvements to the teaching of reading have closed the gaps and are now close to the national average. Pupils sometimes mispronounce words and do not always understanding the meaning of the text because : they read so quickly. Disadvantaged pupils and pupils who have special educational needs (SEN) and/or disabilities are well supported so they make good progress from their starting points. Expectations of pupils’ behaviour and conduct are consistently high. Pupils behave well. They are polite and courteous. The curriculum is broad and pupils enjoy a wide range of experiences that excite and motivate them to learn. Pupils practise their reading, writing and mathematical skills across the curriculum, which contributes to improving achievement in these core subject areas. Pupils show a good understanding of British values and different faiths and cultures. Effective safeguarding procedures ensure that pupils are safe. The school is vigilant in looking for any signs of radicalisation or extremism. Governors understand the key priorities for school improvement and have first-hand experience of monitoring the quality of teaching. Governor skills are developing so they can be more rigorous in ensuring that they fulfil the full range of governor responsibilities, such as their obligation to report on SEN provision and evaluating the impact of the physical education (PE) and sport premium. Subject leaders are developing their skills so that they are able to fulfil their roles in developing the assessment of quality and progress in their subject across the school.