|Name||Daisyfield Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 July 2013|
|Address||Clinton Street, Blackburn, Lancashire, BB1 5LB|
|Religious Character||Does Not Apply|
|Number of Pupils||312 (49% boys 51% girls)|
|Number of Pupils per Teacher||23.3|
|Percentage Free School Meals||14.7%|
|Percentage English is Not First Language||96.8%|
Information about this school
Daisyfield is larger than the average-sized primary school. Almost all the pupils are from minority-ethnic backgrounds and almost all speak English as an additional language. A large proportion of children join the school at an early stage of speaking English and this is increasing. The proportion of pupils known to be eligible for the pupil premium is above average. The proportion of pupils supported at school action is well above average. The proportion supported by school action plus or with a statement of special educational needs is below average. The school meets the government’s current floor standard that sets the minimum expectations for pupils’ attainment and progress.
Summary of key findings for parents and pupils
This is a good school. Children join the school with skills which are very low, but exceptionally low in language and communication. Highly effective teaching in Nursery and Reception classes enables children to make good progress overall and outstanding progress in their speaking, reading and writing skills. From these low starting points the large majority of pupils reach, and many exceed, the nationally expected levels of attainment by the end of Year 6 in English and mathematics. Teaching is good because it enables pupils to make good progress. Some teaching is outstanding. Teachers provide exciting and interesting activities that engage pupils and make them eager to learn. There are highly effective systems for identifying pupils who are falling behind. The additional support provided for these pupils, and for the increasing number who are at an early stage of learning English, is good overall and outstanding in the Early Years Foundation Stage and Key Stage 2. Pupils’ behaviour is outstanding. Attendance has improved rapidly and is now above the national average. In lessons pupils have excellent attitudes to learning, creating a climate in which learning can flourish. Leaders, managers and governors work very effectively as a team to improve the school’s effectiveness. They check the quality of teaching regularly and ensure that teachers and teaching assistants receive the necessary support to improve their teaching. As a result, the quality of teaching is improving so that most is now at least good and pupils’ standards across the school are rising. It is not yet an outstanding school because : Pupils’ progress in writing and mathematics in Key Stage 1 is not as strong as in Key Stage 2 because not all teachers set work that is sufficiently well matched to pupils’ abilities. A small number of teachers spend too long explaining things and so pupils do not have enough time to practise their skills. Marking does not always tell pupils how to improve and pupils do not have enough opportunities to respond to teachers’ advice.