Farndon Fields Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school.

Pupils achieve well because teaching is effective, lessons are interesting and those who need extra support get what they need. A high level of enthusiasm throughout the school community creates a very positive climate for learning. This successfully promotes pupils' progress and their spiritual, moral, social and cultural development.

A wide range of visitors, including those from a link school in Africa, visits and clubs contribute well to pupils' motivation and enjoyment. Highly effective care and guidance ensure that pupils feel safe, behave well and achieve successfully. Leaders are outward looking and constantly seek new ways to de...velop the school.

Collaborative links with other schools and partnerships with external specialists have contributed well to improvements in teaching, achievement and attendance. It is not yet an outstanding school because : The school improvement plan shows the right actions to take, but not in enough detail for the governors to check how well they are being implemented. In lessons, teachers do not always check that pupils fully understand what they are learning about, and the work they set is occasionally too difficult for a few pupils.

Teachers' marking does not always clearly show pupils how to improve their work. Leaders do not always monitor all aspects of teaching sufficiently carefully to ensure that improvements are implemented in all classes or sustained over time.

Information about this school

Farndon Fields is smaller than most other primary schools.

Most classes contain two different age groups. It is situated within a mixed housing estate on the edge of Market Harborough. Almost all pupils speak English as their first language and are of White British heritage.

The proportion of pupils known to be eligible for the pupil premium (additional money given to schools by the government) is lower than the national average. The proportion of disabled pupils and those who have special educational needs supported at the level of school action is slightly higher than the national average. The proportion of pupils supported at school action plus or with a statement of special educational needs is broadly average.

The majority of disabled pupils and those who have special educational needs have moderate learning difficulties. An additional 'intervention' class started in September 2012. Held only in the mornings, it caters for pupils in Years 5 and 6 whose circumstances or additional needs make them more vulnerable.

The school became an academy in July 2012. The predecessor school was last inspected in January 2010, when its overall effectiveness was judged to be satisfactory. The school meets the government's current floor standards, which set the minimum expectations for attainment and progress.