Farringdon Academy

Farringdon Academy

Address: Archer Road, Farringdon, Sunderland, Tyne and Wear, SR3 3DJ Unique reference number (URN): 139103

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, pupils are made safer and feel safe.

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How we evaluate safeguarding

When we inspect schools for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The school has an open and positive culture of safeguarding. All legal requirements are met. Not met: The school has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Pupils, including those with any barriers to their learning, typically progress through the curriculum well from their starting points. This is reflected in the high-quality work that they produce. However, on occasion, a lack of opportunities for pupils to deepen their knowledge means that a few pupils do not achieve as highly as they could.

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Achievement Expected standard

In the main, as pupils move through the school, they are supported well to build on the foundational knowledge of reading, writing and number that they gain during their time in Nursery and Reception. At the end of key stage 2, pupils typically achieve close to their peers nationally in writing and mathematics. Many pupils become confident readers. Leaders' actions to secure improvements in pupils' outcomes in reading at the end of key stage 2 are beginning to bear fruit. Even so, some pupils do not achieve as highly as they could in national assessments in reading. Pupils who are disadvantaged achieve in line with their peers nationally. Overall, pupils develop the knowledge and skills that they need to prepare them well for their next steps.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of those aspects of the curriculum and teaching that are working well and the areas that could be further improved. The curriculum is logically ordered so that pupils' learning builds on what they already know. However, opportunities for pupils to deepen their knowledge are not consistently embedded across the curriculum. This hinders some pupils from achieving as highly as they could.

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Curriculum and teaching Expected standard

Teachers have the knowledge and skills that they need to deliver the curriculum effectively. Leaders and staff adapt their approach to meet the individual needs of pupils, particularly those who are disadvantaged and those with special educational needs and/or disabilities. Leaders have improved their use of assessment so that teachers have an accurate understanding of what their pupils have learned.

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Curriculum and teaching Expected standard

Pupils are supported well to develop their knowledge of reading, writing and mathematics. For example, children in the early years are quickly introduced to key mathematical concepts. Staff are highly skilled in delivering the school’s phonics programme. This helps pupils to learn to read successfully. That said, as pupils move through the school, there is a little variability in how successfully teaching supports them to develop their reading comprehension and fluency. Leaders have taken suitable action to improve pupils' spoken language skills. This helps pupils to develop their confidence when speaking to others.

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Early years Expected standard

Leaders make sure that children are well cared for. Staff develop warm and supportive relationships with children. This means that children develop a strong sense of security and belonging. Leaders have established a suitable curriculum for the Nursery and Reception classes. They know what they want children to achieve. There is a clear focus on communication, language and physical development. Staff carefully monitor children's progress and provide any extra support that is needed to help children to securely develop the intended knowledge and skills.

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Early years Expected standard

Purposeful activities inside and outside the classroom help children to learn through play. Interactions with staff enable children to develop their understanding and use of vocabulary. Staff model language effectively throughout the day. They use stories, songs and rhymes to encourage children to use and extend their language skills.

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Early years Expected standard

Reading is prioritised. Children develop a secure knowledge of the sounds and letters which help to develop their confidence in reading. Staff ensure that children quickly learn the basics of writing. For example, daily handwriting and spelling practice helps children to embed this learning. Most children, including those who are disadvantaged and those with special educational needs and/or disabilities, make effective progress from their starting points. However, a significant minority of children who join with low starting points are not as well prepared for key stage 1 as they could be.

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Inclusion Expected standard

Leaders accurately identify the needs of pupils. This includes any needs that disadvantaged pupils may have and any special educational needs and/or disabilities (SEND). Leaders know pupils very well. Suitable support is put into place to reduce any barriers to pupils' learning or wellbeing. Leaders carefully track the progress of these pupils and respond quickly to changing needs. Leaders work closely with external agencies to secure additional support when needed.

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Inclusion Expected standard

Pupils with SEND benefit from effective support, provided by highly skilled staff. This helps them to engage in school and progress through the curriculum well from their starting points. Leaders have made adaptations to the school environment to help all pupils to access their learning. For example, the school provides a calming space for younger children and pupils who need some additional support.

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Inclusion Expected standard

Pupils who are known, or previously known, to social care are well looked after so that they can learn and make progress alongside their peers. Leaders use additional funding appropriately to make sure pupils who are disadvantaged have the resources and support that they need to be fully included in the life of the school. These pupils are at the heart of the school’s community.

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Inclusion Expected standard

Alternative provision is used carefully to best meet the needs of a small number of pupils.

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Leadership and governance Expected standard

Leaders know their school, pupils and local community well. Leaders understand pupils' needs and typically make sure they have the support and resources that they need to succeed. Pupils are at the very centre of decisions that leaders make. Leaders know their school’s strengths and have accurately identified their priorities for improvement. They continue to take appropriate action to improve the school, such as investing in attendance support and developing their strategy to develop pupils’ spoken language skills.

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Leadership and governance Expected standard

Trustees and governors know the school well. Governors engage with leaders, staff and pupils regularly and provide effective support and challenge to leaders. Trustees and governors make sure they fulfil their statutory duties, for example around safeguarding.

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Leadership and governance Expected standard

Leaders have high expectations of staff and pupils. Staff value the professional learning programme that is in place which enables them to further develop their expertise. Leaders care about staff and their wellbeing. Staff appreciate the consideration that is given to their workload. They are proud to work at this school.

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Leadership and governance Expected standard

Leaders are not complacent. They regularly meet with other school leaders to share good practice and new ideas. Leaders seek advice from wider professionals, when appropriate, and use this to inform their practice appropriately. Leaders endeavour to work in partnership with parents and carers. Parents particularly appreciate regular opportunities to visit the school to celebrate their children's achievements.

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Personal development and wellbeing Expected standard

Leaders are committed to providing a high-quality personal development programme. Pupils are taught how to stay safe, including online. Leaders work closely with external agencies to make sure that pupils learn about risks in the local community. Pupils learn about healthy relationships at an age-appropriate level. In the main, they develop a secure understanding of this important knowledge. Pupils understand the importance of showing tolerance and respect towards others.

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Personal development and wellbeing Expected standard

Leaders and staff care for pupils. They make sure pupils are well supported and have access to any extra help that they may need. Leaders provide small-group sessions on key aspects of wellbeing such as forming positive friendships. Pupils learn how to take care of themselves and others.

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Personal development and wellbeing Expected standard

Pupils benefit from a range of experiences to explore their local area and its heritage. They learn about the beliefs and cultures of others. Pupils visit the seaside, learn about ship building, participate in river studies and visit local businesses on their regular walks. Pupils take pride in their local community.

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Personal development and wellbeing Expected standard

Pupils, including those who are disadvantaged and those with special educational needs and/or disabilities, are encouraged to engage in competitive sports such as cricket, athletics and gala swimming. Some pupils choose to take part in the annual school production or perform in the school choir. Pupils particularly value the youth club where they enjoy structured play with their peers. Leaders carefully track participation to ensure all pupils are benefiting from the enrichment offer.

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Personal development and wellbeing Expected standard

Pupil leaders are proud of their roles in school. Pupils vote for their student councillors, who represent the voices of their class and celebrate the achievements of their peers. Other pupils opt to join the green team and care for the school’s garden. The wellbeing team looks

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Needs attention

out for their peers and the wider community. They regularly visit the local care home and plan activities for the residents. These experiences prepare pupils well for their next steps.

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Attendance and behaviour Needs attention

Overall attendance is below the national average and has been for some time. Leaders' actions to reduce persistent absence have resulted in gradual improvement. However, the proportion of pupils who miss school regularly remains too high. Leaders carefully track and monitor pupils' absence. They respond quickly to provide support to help pupils, and their families, break down any barriers to attendance. For instance, leaders make adaptations to the start of the school day to make it easier for pupils who find it difficult to attend. Leaders recognise the importance of attendance and communicate clear expectations to pupils and their families. Leaders are committed to continuing to make the improvements needed. However, it is too early to see the full impact of their actions.

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Attendance and behaviour Needs attention

Pupils conduct themselves incredibly well across the school. They respond well to leaders' clear expectations and well-embedded routines. Leaders have created a calm, purposeful learning environment. Pupils enjoy earning rewards for demonstrating positive behaviour. They are eager to show off their work. A minority of pupils struggle to manage their emotions. These pupils benefit from effective support.

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Attendance and behaviour Needs attention

Staff greet pupils with a warm welcome at the start of each day. Pupils enjoy playing with and talking to their peers. Bullying is rare and dealt with effectively.

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What it's like to be a pupil at this school

Pupils are safe and happy at Farringdon Academy. They benefit from the warm, caring relationships they have with staff. Pupils behave very well. They respond well to the clear routines that are in place. However, too many pupils are regularly absent from school. This impacts on their learning and their engagement in enrichment opportunities.

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What it's like to be a pupil at this school

Pupils enjoy their learning. They show pride in their work and are keen to earn rewards for trying their best. Children in the early years are taught to read and write from the earliest opportunity. Pupils benefit from well-designed curriculums that are typically taught well. They develop a broad range of knowledge and skills in preparation for their next steps. Staff know pupils well. Pupils who need some extra help, particularly some who are disadvantaged and those with special educational needs and/or disabilities (SEND), receive the support that they need. This reduces their barriers to learning. Pupils progress through the curriculum well from their starting points. They generally achieve close to their peers nationally in assessments at the end of key stage 2.

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What it's like to be a pupil at this school

Pupils, including those who are disadvantaged and those with SEND, benefit from a wide range of enrichment opportunities. They learn how to build positive friendships and how to keep themselves safe in their local community. Pupils enjoy visits to the theatre, local museums and landmarks. They engage in charitable activities, such as collecting food for the local food bank and making poppies for Remembrance Day. These experiences help pupils to reflect on their morals and beliefs. Pupils in the school choir enjoy performing to parents and carers and for elderly residents in the local care home. Older pupils are role models for their peers. Pupils show care and respect for others. Bullying is rare and responded to effectively. Pupils are well prepared for their next steps.

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Next steps

Leaders should continue to embed their attendance strategy to further improve pupils' attendance and reduce persistent absence. Leaders should continue to ensure that reading is taught consistently well throughout the school, so that more pupils learn to read confidently and fluently and reach the expected standard in reading by the end of key stage 2. Leaders should ensure that the curriculum enables pupils to deepen their knowledge and achieve highly, including at the end of key stage 2. Leaders should continue to build on improvements in the early years provision, specifically targeting support that is tailored to the individual needs of pupils, so that more children with low starting points are able to achieve a good level of development by the end of Reception.

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About this inspection

This school is part of Inspire Multi Academy Trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Joanne West, and overseen by a board of trustees, chaired by Stephen Ruffell.

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About this inspection

Inspectors carried out this full inspection under section 5 of the Education Act 2005.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the headteacher, CEO, senior leaders, trustees and governors during the inspection.

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About this inspection

The inspectors confirmed the following information about the school:

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About this inspection

The school currently makes use of 2 registered alternative provisions.

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Team inspectors:

Steven Holmes, His Majesty's Inspector Bryony McAnelly, Ofsted Inspector

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Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

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Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 9 June 2026

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What does this mean?

The total number of pupils currently at this school and how this compares to other schools of this phase in England.

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What does this mean?

The total number of pupils who can attend the school and how this compares to other schools of this phase in England.

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What does this mean?

The proportion of pupils eligible for free school meals at any point in the last 6 years.

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What does this mean?

The proportion of pupils with an education, health and care plan. This covers pupils with more support than is available through special educational needs support.

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What does this mean?

The proportion of pupils with reported special educational needs support at the school.

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What does this mean?

Based on the English indices of deprivation (2019) and the school's location, we have calculated whether the school is located in a more or less deprived area.

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What does this mean?

Whether school has Resourced provision or SEND unit (if applicable).

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Pupils reaching the expected standard in reading, writing and mathematics

The percentage of pupils meeting the expected standards in a combined reading, writing and mathematics measure.

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average

2024/25 (final) 60% 62% Close to average

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average

2023/24 (final) 62% 61% Close to average

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Pupils reaching the expected standard in reading

The percentage of pupils meeting the expected standard in reading.

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Pupils reaching the expected standard in teacher-assessed writing

The percentage of pupils meeting the expected standard in teacher-assessed writing.

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average

2024/25 (final) 71% 72% Close to average

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average

2023/24 (final) 71% 72% Close to average

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average

2022/23 (final) 73% 71% Close to average

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Pupils reaching the expected standard in mathematics

The percentage of pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 74% 74% Close to average

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average

2023/24 (final) 69% 73% Close to average

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Disadvantaged pupils' performance

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics.

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average

2024/25 (final) 45% 47% Close to average

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national average

2023/24 (final) 56% 46% Close to average

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national average

2022/23 (final) 42% 44% Close to average

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading.

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average

2024/25 (final) 55% 63% Close to average

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average

2023/24 (final) 61% 62% Close to average

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average

2022/23 (final) 65% 60% Close to average

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing.

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average

2024/25 (final) 60% 59% Close to average

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average

2023/24 (final) 64% 58% Close to average

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average

2022/23 (final) 68% 58% Close to average

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics.

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average

2024/25 (final) 65% 61% Close to average

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average

2023/24 (final) 58% 59% Close to average

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average

2022/23 (final) 55% 59% Close to average

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Disadvantaged pupils' performance gap

Disadvantaged pupils are those who have been eligible for free school meals at any point in the last six years and children looked after. The school disadvantage gap is the difference between the performance of the school's disadvantaged pupils compared to the performance of all non-disadvantaged pupils nationally.

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mathematics

The percentage of disadvantaged pupils meeting the expected standard in reading, writing and mathematics, including the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in reading

The percentage of disadvantaged pupils meeting the expected standard in reading and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in teacher-assessed writing

The percentage of disadvantaged pupils meeting the expected standard in teacher- assessed writing and the disadvantaged gap.

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Disadvantaged pupils reaching the expected standard in mathematics

The percentage of disadvantaged pupils meeting the expected standard in mathematics and the disadvantaged gap.

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Overall absence

The percentage of all possible mornings and afternoons missed due to absence from school (for whatever reason, whether authorised or unauthorised) across all pupils.

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Persistent absence

The percentage of pupils missing 10% or more of their possible mornings and afternoons.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other schools can learn from it.

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Strong standard

The school reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The school is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The school needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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