Fairford Academy Barnehurst

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school Highly effective leadership has been instrumental in driving substantial improvements across the school since it became an academy in April 2015. Leaders at all levels base actions to improve learning and outcomes for all pupils on an evaluation of pupils' needs. Leaders make excellent use of additional funding to ensure that vulnerable pupils do well.

Pupils who have special educational needs (SEN) and/or disabilities make good progress from their starting points. Behaviour is good. Pupils act considerately and are positive about their learning.

They look out for each other and are fully involved in school life. Teaching is consistently ...good across the school. As a result, pupils make good progress.

By the end of key stage 2, pupils' progress in reading and writing is above the national average. The well-designed curriculum inspires pupils to learn. Pupils study a wide range of subjects, which helps them to develop both academically and personally.

Spiritual, moral, social and cultural development is promoted well by leaders. The governing body has played a crucial role in planning the school's development. They have an in-depth knowledge of all aspects of the school.

They provide rigorous challenge to leaders. Safeguarding is effective. Pupils are looked after very well.

They feel secure at school and cared for by staff. In key stage 1, pupils' attainment in reading, writing and mathematics is above the national average. The early years provision gives children a good start to their education.

Staff plan and deliver activities which engage children's interests. This leads to their making good progress. The school has put in place effective actions to improve attendance.

However, persistent absence continues to be above the national average, particularly for pupils who have SEN and/or disabilities. Teachers have high expectations of their pupils. However, at times they do not address pupils' misunderstandings quickly enough.

This means that pupils are not always aware of how to move on in their learning.

Information about this school

Normandy Primary School converted to become an academy school on 1 April 2015. When its predecessor school was last inspected by Ofsted, it was judged to be 'requires improvement'.

The school forms the Pelham Academy Trust with one other school. The executive headteacher and headteacher were appointed when the school became an academy. The governing body was also restructured.

Normandy Primary School is an above-average-sized primary school. The majority of pupils are from a White British background. The proportion of pupils who speak English as an additional language is above the national average.

The proportion of pupils who have SEN and/or disabilities is above the national average. The proportion of pupils who are eligible for pupil premium funding is well above the national average. Children in the Nursery attend part time.

There are two Reception classes. The school has a breakfast club and an after-school club. The school meets the government's current floor standards.

These set the minimum expectations for pupils' attainment and progress in reading, writing and mathematics. The school meets requirements on the publication of specified information on its website. The school complies with Department for Education guidance on what academies should publish.

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