|Name||Fairlight Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 December 2014|
|Address||St Leonard’s Road, Brighton, East Sussex, BN2 3AJ|
|Religious Character||Does Not Apply|
|Number of Pupils||413 (49% boys 51% girls)|
|Number of Pupils per Teacher||16.4|
|Percentage Free School Meals||24.3%|
|Percentage English is Not First Language||22%|
Information about this school
This school is larger than the average-sized primary school. The proportion of pupils from minority ethnic backgrounds is above the national average. The proportion of pupils who are learning English as an additional language is above the national average. Children join the Early Years Foundation Stage in either the Nursery, where some attend part time, or the Reception classes. About one in two pupils is eligible for the pupil premium. This is additional government funding provided for disadvantaged children who are looked after or known to be eligible for free school meals. This proportion is well above the national average. The proportion of disabled pupils and those who have special educational needs, about one in five pupils, is above average. The proportion of pupils who join the school at other than the usual time is well above average. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school operates a breakfast club each day for its own pupils. It also hosts an after-school club, which is managed by an outside body and is therefore subject to separate inspection arrangements. Since the school’s last inspection, there have been a number of changes of staff, including members of staff who have been appointed to leadership posts.
Summary of key findings for parents and pupils
This is a good school School leaders are highly ambitious for the school and for its pupils. They make sure that teaching is consistently good and that the curriculum meets the needs of all groups of pupils. Governors hold the school’s leaders firmly to account for raising pupils’ achievement and improving the quality of teaching. They know how well pupils are doing in different subjects and year groups, and what leaders have done, and continue to do, to improve teaching across the school. Pupils behave well in lessons and around the school. They say they feel safe and that the staff look after them well. Their parents strongly agree that this is the case. The school promotes pupils’ spiritual, moral, social and cultural development very well. As a result, pupils from different backgrounds appreciate each other’s cultures and traditions, and show that they have a good understanding of British values. Teachers have high expectations of pupils. They understand pupils’ needs and give them activities which are well suited to their different abilities. Teachers make sure that pupils know how well they are doing and give advice about how they should improve their work. Pupils achieve well because they make good progress from their starting points. By the time they leave the school, they are well prepared for the next stage of their education. The school has succeeded in narrowing gaps between the attainment of disadvantaged pupils and that of other pupils in the school and pupils nationally. Children in the Early Years Foundation Stage make good progress in developing their knowledge and skills in a wide range of areas. This is because staff work well together and with parents, and give children stimulating and enjoyable things to do. Parents are highly supportive of the school and are pleased with the standard of education it provides. It is not yet an outstanding school because : Teaching is not yet resulting in pupils making outstanding progress. Teachers do not consistently adapt activities during lessons when pupils are learning more quickly or slower than they had anticipated. Teachers do not always make sure that pupils have sufficient opportunities to respond to the advice they are given about how to improve their work. Leaders at all levels are not being fully effective in helping to improve the quality of teaching and learning.