Fearnville Primary School, located in Bradford, underwent an inspection on March 13 and 14, 2023, and received an overall effectiveness rating of Requires Improvement. The quality of education, behavior and attitudes, and leadership and management were also rated as Requires Improvement, while personal development was rated as Good. The early years provision was found to be inadequate. This was the first inspection under section five of the Education Act 2005 since the school converted to an academy in November 2018.
The inspection revealed that leaders have not ensured that pupils develop a deep understanding of knowledge across all subjects. While there have been improvements in the teaching of reading and mathematics, some subjects still lack the necessary depth. Leaders are currently focusing on enhancing the quality of education in these areas. Pupils generally feel safe and are confident in approaching adults with concerns. Most pupils exhibit good behavior, although there are instances where behavior disrupts lessons. The school promotes kindness and has a good understanding of bullying, which is addressed promptly when it occurs.
Pupils are exposed to diverse faiths and cultures, preparing them for life in modern Britain. The school offers a range of extracurricular activities, including sports and music, and provides opportunities for pupils to take on responsibilities, such as peer mentoring. However, the curriculum in some subjects lacks clarity regarding essential content, leading to gaps in pupils' knowledge. While the curriculum for mathematics and English has been strengthened, other subjects require further development.
Staff training has been provided to support the new mathematics curriculum, but there is inconsistency in the training for wider curriculum subjects like history and geography. This inconsistency affects the clarity of important concepts taught by some teachers, resulting in knowledge gaps for pupils. Pupils with special educational needs and disabilities are taught the same curriculum as their peers, but support is inconsistent, and some targets in their support plans are too broad, hindering their progress.
The introduction of a new phonics program has led to a consistent approach to teaching early reading in key stage one. Staff monitor pupils' reading knowledge and provide additional support to those who need it. However, the early years provision has not been adequately defined, leading to poorly planned activities that do not support children's learning effectively. Routines and behaviors that facilitate learning are not well established, resulting in children not retaining the knowledge intended by leaders.
Leaders have implemented a new behavior policy, which has shown some positive effects, but inconsistent application by staff has led to disruptions in lessons. Leaders are committed to improving pupils' personal development through community engagement and a well-structured personal, social, health, and economic education program. Staff report feeling supported by leaders, who are aware of their workloads and well-being.
The safeguarding arrangements at the school are effective, with staff receiving regular training and being knowledgeable about local issues. Pupils feel safe and know how to report concerns, which are addressed promptly. To improve, the school needs to develop clearer routines and a stronger curriculum in the early years, ensure that important knowledge is mapped out in wider curriculum subjects, enhance teachers' subject knowledge, and provide consistent support for pupils with special educational needs. Additionally, all staff must adhere to the behavior policy to minimize disruptions to learning.
