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REPORT TEMPLATE
Primary Review Programme 2014-2015
1. Visit information
School/Academy
Headteacher/Principal
Lead External Reviewer
Peer Reviewer
SPPO or LA officer
Date of review visit

Fagley Primary School

Chris Parfitt
Liz Godman
Nicky Kilvington
Yasmin Umarji
Thursday 23 October 2014

2. Summary of review visit programme

Observations of lessons in all classes, including joint observations with the

headteacher or deputy headteacher
Meetings with senior leaders
Meetings with pupils
Listening to pupils read
Scrutiny of pupils work
Meeting with a representative of the governing body

3. Self-Evaluation

SEF Grades
Overall effectiveness
Achievement of pupils
Quality of teaching
Behaviour and safety of pupils
Leadership and management
Early Years Provision

School selfevaluation
2
2
2
2
2
Not given

Review outcome
2
2
2
2
2
2

The schools self-evaluation is accurate. The judgements match those of the review team.
The schools self-evaluation document identifies the key strengths and what needs to be
done next. The headteacher and deputy headteacher have a secure understanding of the
1

schools strengths and areas for development. There is a clear match of the school
development plan to the areas identified for improvement in the self-evaluation summary and
from the schools achievement data.

4. Review Report
While the report format covers the full range of the Ofsted inspection framework, it is recognised that
in a one day review visit it will not be possible to cover all of the key aspects fully. Much of the report
contents will therefore depend on the nature of the programme planned for the review visit.

Leadership and Management : Review Grade 2

The schools senior leaders are highly ambitious for the school and consistently
communicate these high expectations to other staff and pupils.
While leadership and management have many strengths, they are not yet outstanding.
This is because there are some weaknesses in teaching and achievement in Years 3
and 4, which need to be addressed as a matter of urgency, in order to ensure that the
pupils currently in these classes make the best possible progress.
Self-evaluation is accurate and is used well to ensure that the schools actions are
carefully planned and effective.
Disadvantaged pupils achieve well because of the good use of resources and the steps
taken by the school to secure this.
Good leadership of the early years means that children get off to a good start. Strong
links with local childminders and the childrens centre attached to the school, including
provision made for two year olds, secure a high quality provision for 0 to 3 year olds and
promote continuity into the schools Nursery and Reception classes.
Training and updates for the governing body have ensured challenge to the schools
leaders. Governors regularly ask questions in meetings. They also meet with subject
leaders to talk about their work and come to these meetings with questions to ask.
The governing body knows the strengths and areas for development in the school and its
committees contribute to the schools self-evaluation.
Governors are recruited on the basis of their skills, which include finance, education and
children who are looked after.
Performance management is generally effective and there are good professional
development opportunities for staff. Senior leaders and governors are aware of those
teachers paid on the upper pay scales but whose contributions to the work of the school
are not necessarily commensurate with this. They are taking steps to deal with this.
The curriculum is a strength of the school, with a strong programme of enrichment
through faith and cultural days, music, sports and Forest School activities. My place in
the world teaches pupils about current affairs and they are keen to explore current moral
issues.
The school council is enabling pupils to learn about democracy. It is organised into
different committees, for example covering health and safety. The committee responsible
for enjoy and achieve will make checks in the classroom.
A unit of work on Bradford is helping pupils to learn about their city. The work has been
supported by a local historian in order to aid pupils understanding of the local and wider
community.
The school is developing opportunities for pupils to take responsibility and to volunteer
for different roles such as playleader or befriender.
The school works well with parents and has been successful in gaining the Engaging
Families award.
The arrangements for safeguarding pupils are secure. Staff take all the necessary steps

to ensure that those at risk of harm are identified and cared for well.

Behaviour & Safety: Review Grade 2

Pupils behaviour is good overall, with some significantly strong elements. Pupils have
good attitudes to learning and come to lessons eager and ready to learn. However,
behaviour is not yet outstanding because behaviour is not yet impacting as strongly as it
might on pupils progress.
A vast majority of pupils are able to work independently. This was observed in Years 1, 2
and 6 in particular where pupils showed sustained attention and engagement when
working by themselves. Almost all lessons flow smoothly because pupils respond swiftly
to instructions and low-level disruption in lessons is rare.
Many pupils take a pride in their work, but this is not the case in all classes because this
pride is not promoted consistently by every teacher.
Pupils are proud of their school and take good care of the buildings, equipment and
resources that are provided for them. They are keen to take on responsibilities, for
example as playleaders, befrienders or litter pickers.
Attendance dropped in 2013-14 mainly due to extended holidays, but is currently above
average.
Pupils who met with the reviewers say that bullying or racism are very rare. They are
confident that should any issues arise, they know where to go for help and that it will be
dealt with swiftly.
Pupils say that they feel valued and very safe. Pupils enjoy working and playing together
and are well versed in staying safe. They know how to stay safe when using the internet.
There are high levels of cooperation between pupils, for example in lessons, when
working outside and in the dining room.
The good model provided by most pupils sets a positive example of good behaviour for
others.
There are marked improvements over time for those pupils with particular behavioural
needs as a result of the schools strong support.

Quality of Teaching: Review Grade 2

Teaching over time is good and secures the good progress of pupils. This is true for
disabled pupils, those who have special educational needs, disadvantaged pupils and
the most able.
Teachers generally have high expectations of their pupils.
Teachers know the pupils different abilities and understand how they learn. They use
this information to ensure that the work they provide is matched to pupils needs.
However, in some classes, particularly Years 3 and 4, the match of work to pupils needs
is less precise so that it is too hard for some and too easy for others.
Additional adults are deployed well to provide additional help to the pupils who need it
and this aids their progress. Pupils are also provided with a good range of visual and
practical resources to aid their learning.
The majority of teachers help pupils to develop attitudes and behaviour conducive to
learning. Many pupils are able to work independently because the teachers use
structures and approaches which enable this. For example, pupils in Year 6 are
encouraged to find things out for themselves.
Literacy is taught well and language and literacy are promoted effectively through
approaches such as Talk for Writing and Elklan. There is good support for pupils at the
early stages of learning English.
Teaching in the Forest School and in food technology is highly effective and contributes
very well to pupils interest and progress. In these activities there are very good
opportunities for pupils to use their communication, literacy and mathematical skills.
Pupils work is assessed accurately and targets are set in language accessible to the

pupils. Work is marked to indicate what the pupils have done well and how they can
improve their work. Pupils respond to this, sometimes at length and generally making the
improvements suggested by the teacher.
However, in a few instances targets are less evident or precise and there is less
evidence that pupils are working towards them. In these books also the marking of
pupils work is less consistent in guiding improvement. .

Achievement: Review Grade 2

The schools published results for 2012-13 indicate that at the end of Key Stages 1 and 2
in 2013 the proportions of pupils reaching or exceeding the expected levels were well
below average. However, the data indicates that on average pupils made good progress
from the end of Year 2 to the end of Year 6.
Information kept by the school for 2013-14 shows that the levels reached by pupils at the
end of Year 2 remained below the national average in reading, writing and mathematics.
However, the gap between the schools performance and that nationally at this key stage
narrowed when compared to the previous year.
The 2014 results indicate a similar picture at the end of Year 6. Again the gap is
narrowing, most markedly in mathematics when compared to the national picture.
However, the proportion of the schools pupils who reached the higher level in
mathematics was well below that found nationally.
Information kept by the school shows that during the 2013-14 school year pupils made
good progress in reading, writing and mathematics in most classes. However, pupils
progress in writing in Year 3 was weaker as was the progress of pupils in Year 4 in
writing and mathematics. The school has strategies in place to help the pupils involved to
make better progress this year.
Disadvantaged pupils make the same good progress as others. In 2013 these pupils
attained results very similar to those of others in reading and writing, but there was a gap
in the attainment between these pupils and others in mathematics so that the
disadvantaged pupils left the school about 1.5 terms behind the other pupils.
Work in pupils books indicates that the vast majority of pupils make good progress over
time. This can be seen in the way that pupils writing has developed, including in
vocabulary, sentence structures and the amount of writing.
At the present time not all pupils consistently apply the skills they have learned from one
exercise book to another. However, the school has plans to address this.
Disabled pupils and those who have special educational needs make good progress in
their work as a result of the support they receive from teaching assistants.
Pupils read widely and often as a result of the experiences provided by the school. They
use their skills to work out what unfamiliar words say and enjoy talking about what they
have read.

Early Years Provision : Review Grade 2

Most children join the Nursery with skills below those typical for their age. This is most
marked in listening, reading, writing and numbers.
However, children make good progress in the early years. The proportion reaching a
good level of development increased in 2014 when compared to the previous year,
although this proportion remained below that nationally.
Therefore most children joined the current Year 1 with skills below those typical for their
age. This was most marked in speaking, reading, writing and numbers. Over the last two
years girls have entered Year 1 with skills below those of boys, although girls did better
in 2014 than in the previous year.
Childrens skills are stronger in listening and understanding, physical development and
personal, social and emotional development. This is the result of good support and
attention from a key worker for each child.

The early years classes are well equipped indoors and outside so that resources
promote all of the areas of learning, including early writing and numbers. This is also
helping children to develop their vocabulary and thinking skills.
The quality of teaching is consistently good and all adults have high expectations of the
children based on accurate observation and assessment of their needs. Adults use this
information to adjust the activities in line with childrens interests and stages of
development.
Children are very keen to learn and enjoy learning both by themselves and in activities
led by adults. Children in the Reception class show sustained levels of engagement with
activities and are learning to listen to adults and to concentrate well.
Childrens good behaviour shows that they feel safe. They gain an understanding of risks
through activities exploring the environment, for example whether carving a pumpkin for
Halloween or playing in the mud kitchen.
Children show respect for one another and get on well together irrespective of their
different backgrounds.
Strong links with the childrens centre, which is also managed by the school, help to
develop parents understanding of their childrens learning.
There are secure arrangements for safeguarding and child protection.
The schools leaders, including the leader for the early years, have a clear and accurate
understanding of the strengths and areas for development of the provision. Their actions,
including training and development for staff and parents are having a positive effect on
childrens learning and are indicated by the improvements in achievement each year.
Close observation and support for children who find learning more difficult enables these
children to receive the support they need both from within the schools resources and
through partnerships with external agencies.

5.

Areas of strength for school to school support

The enriched curriculum including the Forest School work and food technology
Pupils spiritual, moral, social and cultural development, including the development of
pupils as leaders through The Leader in Me
The school environment, including displays, the outdoor environment, the food
technology room and the use of the building redevelopment to make the best
possible provision for the pupils
Work to promote pupils language development
The ethos that has been created of expecting that all will succeed.

6. Suggested areas for development or requiring support

Ensure that the most able are challenged to do as well as they can in all classes
Ensure that pupils receive all the help they need to develop their handwriting and
presentation skills in some classes
Improve the quality of teaching and its impact on pupils achievement in Years 3 and 4
by:
- making sure that in all classes work is matched more closely to the needs of the
pupils so that all are able to make the progress they should
- making sure that pupils work is marked consistently so that pupils know what they
have done well and how they can improve their work

ensuring that pupils have time and are helped to respond to marking by improving
their work.
Respond to the information held by the school about pupils achievement in the school
year 2013-14 in order to ensure that pupils who made less progress are able to catch up
quickly
Raise pupils achievement in reading, writing and mathematics where these are less
secure.

7. Circulation of report (Headteacher/Principal, SPPO, BPIP Board and Head of BAS)

By agreed date: 7th November 2014

8. Suggested focus for a follow-up review visit

(It is proposed that locality triad arrangements will be drawn upon for the schools follow up review
visit. Please note who is likely to undertake the follow- up review and the proposed date.)