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Pupils strive for success at this school. They are happy and feel safe.
The school's ambition for all pupils to achieve their very best is at the heart of its work. Pupils rise to the school's high expectations for behaviour and learning.
The school has transformed pupils' behaviour.
Pupils can now focus on learning without any distractions. In lessons, pupils listen well and work hard. When pupils find something difficult, they show real determination and perseverance to be successful.
Respectful behaviour permeates the school. Pupils are well mannered and polite. They play harmoniously together at breaktimes, enjoying the wide range of activities a...vailable.
In recent years, pupils have not achieved as well as they should. National test results have been too low for many pupils. However, the school has improved the curriculum and how it is taught.
These improvements are making a real difference to pupils' learning. While published test results do not yet reflect this, pupils now achieve well.
Trips to places of interest enhance the curriculum.
For example, visiting a local outdoors centre introduces pupils to adventurous sports such as canoeing and archery. In addition, workshops, such as in circus skills, develop pupils' talents and interests further.
What does the school do well and what does it need to do better?
This school is improving rapidly.
There is an absolute determination that all pupils, including those with special educational needs and/or disabilities (SEND), will achieve their best. Since the previous inspection, the school has made many positive changes to the way it works. All members of staff appreciate these changes.
Support for pupils with SEND is well considered. The school identifies pupils' additional needs precisely. Effective partnerships with parents and carers and other organisations ensure that these pupils get the extra support that they need.
The school has designed a broad and ambitious curriculum. This sets out the important knowledge and skills that pupils must learn right from the start of Reception to the end of Year 6. Pupils benefit from carefully planned opportunities to revisit their learning and practise their skills.
This helps them to remember what they have learned and achieve well. For example, in science, pupils use technical vocabulary, learned over several lessons, to explain their ideas in writing. Furthermore, in history, pupils learn about migration through time.
This helps to deepen their understanding of diversity in modern Britain.
Reading is a clear priority. All pupils read a wide range of high-quality literature.
This develops their vocabulary and knowledge of language. The school aspires for all pupils to read fluently as swiftly as possible. Children in Reception make a strong start to learning how to read.
Teachers teach phonics well. The school ensures that all pupils who need extra help with reading receive appropriate individual support to improve their reading fluency quickly.
Teachers have secure subject knowledge.
They present new information clearly and design activities that help pupils to learn. For example, in mathematics, teachers give pupils sufficient opportunities to practise what they know before introducing something new. Staff use appropriate strategies to enable pupils with SEND to access the curriculum effectively.
Pupils with SEND therefore make positive progress through the curriculum. They enjoy talking about their learning using appropriate subject-specific language.
Teachers make regular checks on what pupils know and what they can do.
However, sometimes, teachers' checks on pupils' learning do not pick up on pupils' errors precisely enough. Furthermore, on occasion, planned checks do not happen. This means that, at times, teachers do not know whether pupils have gaps in their understanding before they move them on to new learning.
When this happens, some pupils do not learn as well as they could.
Pupils follow the school rules and demonstrate positive attitudes to their learning. Children in Reception learn the school's routines right from the start.
This has enabled them to settle quickly and make a positive start to school life. Pupils' attendance is improving, although some pupils still do not attend school as often as they should. However, where this is the case, the school is using a range of effective strategies to improve the attendance of pupils who are absent too much.
The school provides a range of opportunities to support pupils' personal development. Visitors into school, such as a Paralympic medallist, develop pupils' understanding of how perseverance can lead to success. Pupils learn age-appropriate knowledge of healthy lifestyles and relationships.
For example, children in Reception are encouraged to think about the importance of eating well and exercising. They also benefit from thoughtful activities which develop social skills such as turn taking, conversation and teamwork.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• Sometimes, pupils' understanding is not checked precisely enough to ensure it is secure before moving on to learning something new. This means that, on occasion, pupils develop misconceptions and gaps in their knowledge. The school needs to ensure that teachers know how to check for and address gaps in pupils' understanding effectively so that pupils learn well across the curriculum.
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