|Name||Poulton-le-Fylde the Breck Primary School|
|Ofsted Inspection Rating||Outstanding|
|Inspection Date||11 February 2014|
|Address||Fouldrey Avenue, Poulton-le-Fylde, Lancashire, FY6 7HE|
|Religious Character||Does Not Apply|
|Number of Pupils||314 (47% boys 53% girls)|
|Number of Pupils per Teacher||21.7|
|Percentage Free School Meals||5.7%|
|Percentage English is Not First Language||1%|
Information about this school
This is a slightly larger than average-sized primary school. Most pupils are of White British heritage. The proportion of pupils supported through school action is below average. The proportion of pupils supported at school action plus or with a statement of special educational needs is also below average. The proportion of pupils eligible for the pupil premium is below average. (The pupil premium is additional funding for those pupils who are known to be eligible for free school meals, children from service families and those children who are looked after by the local authority.) The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics by the end of Year 6. The school provides a breakfast and after-school club. Breck Beanies is a pre-school setting, situated within the school building. This is subject to a separate inspection and the report is available on the Ofsted website. There have been a number of staffing changes since the last inspection, including the appointment of a new headteacher and deputy headteacher. The headteacher is a consultant for the Wyre and Fylde Affiliation and provides leadership support for local schools, including a newly established academy.
Summary of key findings for parents and pupils
This is an outstanding school. Pupils make outstanding progress in all classes across the school. They reach standards at the end of Key Stage 2 which are consistently well above average in reading, writing and mathematics. The most able pupils make particularly strong progress, especially in mathematics, because : of the very challenging work they are given. The quality of teaching is outstanding. Teachers have very high expectations, plan their lessons thoroughly and make it very clear to pupils exactly what is expected of them. Well-qualified and very skilful teaching assistants provide valuable support in lessons, so that all pupils can make excellent progress. Pupils are very happy at this school, which they describe as, ‘like a massive family’. They love learning and work extremely hard. Pupils’ behaviour is exemplary. They are extremely polite and welcoming. As one parent commented, ‘Breck children have manners.’ Pupils feel very safe in school. Adults respect and value the pupils, and they, in turn, trust and respect adults. The school continues to go from strength to strength under the strong and aspirational leadership of the new headteacher. She is very well supported by other senior leaders. They have made sure that achievement and teaching have continued to improve. There is tremendous teamwork among the staff. Senior and middle leaders, teachers and support staff, are equally determined that all pupils will do as well as they possibly can. There are very well-established systems for checking on the performance of all staff. However, when leaders carry out checks on the quality of teaching, they do not always set precise targets for teachers, in order to help them to improve their teaching even further. Members of the governing body have an excellent understanding of the school. They support the school and rigorously hold it to account.