Fairway Primary Academy

Fairway Primary Academy

Address: Muirfield Gardens, Kings Norton, Birmingham, West Midlands, B38 8XQ Unique reference number (URN): 139484

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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 who may be disadvantaged, typically achieve well. Key stage 2 outcomes in national tests are generally in line with national averages. Pupils gain the important knowledge and skills they need in English and mathematics, although some pupils' handwriting is not consistently well formed. Pupils usually apply their learning in English and mathematics to support their understanding in other curriculum areas. They develop their knowledge and skills across the curriculum and generally make positive progress from their starting points. This includes pupils with special educational needs and/or disabilities (SEND) and those who face barriers to learning. However, for some pupils, the quality of work they produce sometimes lacks consistency, when teachers' expectations are not high enough.

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Achievement Expected standard

Pupils develop secure speaking skills and learn ambitious vocabulary that they use to communicate effectively. Staff support pupils with SEND to take part in every lesson. By the time they leave Year 6, pupils are ready for the next stage of education.

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Attendance and behaviour Expected standard

Leaders have effective systems in place to help pupils attend school regularly. They monitor attendance information carefully so that they can identify concerns quickly and provide support without delay. Leaders are ambitious and persistent in this work. Leaders use a range of effective strategies to support pupils who face barriers to good attendance. Parents and carers appreciate the help and support leaders provide. Pupils value regular attendance at school and generally attend well.

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Attendance and behaviour Expected standard

Leaders have strengthened their approach to promoting positive behaviour. As a result, pupils typically demonstrate positive attitudes and behave well across the school. Pupils are welcoming, happy and respectful. Pupils appreciate the improvements in behaviour. Leaders’ approach has helped to create a calmer environment, where pupils can focus on learning. Staff understand pupils’ individual needs and provide appropriate support and adjustments to help them meet the school’s expectations for behaviour. When pupils experience bullying or any discriminatory behaviour, they know that staff will help them resolve any concerns. Leaders engage pupils and parents in creating a positive culture and this work has a positive impact on the school environment.

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Curriculum and teaching Expected standard

Pupils study a broad and balanced curriculum. Leaders make sure that teachers deliver lessons in an order that helps pupils build on what they already know. Pupils enjoy learning new things. Teachers teach children the necessary reading, writing and mathematics skills to learn successfully across the curriculum. However, the teaching of handwriting is more variable in quality. Teachers help pupils use their phonics knowledge to read unfamiliar words and provide support, when needed, as pupils learn to read. Most teachers have appropriately high expectations of what pupils should achieve and they teach curriculum content effectively. As a result, most pupils aim to produce accurate and well-crafted work. However, some teachers do not have these same high expectations, this is particularly the case across the wider curriculum. Teachers usually adapt lessons so that all pupils can succeed. They ensure that pupils with special educational needs and/or

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Curriculum and teaching Expected standard

disabilities receive the support they need to learn well alongside their peers. Teachers encourage pupils to seek help with their learning when necessary.

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Curriculum and teaching Expected standard

Leaders provide opportunities for teachers to develop their skills and knowledge further. Leaders make sure that additional adults support pupils to make progress, this support is generally effective. Pupils show a high level of respect for their teachers and value the support they receive.

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Early years Expected standard

Leaders prioritise the early years and make sure that children have a positive start to school. As a result, children are typically ready for the demands of Year 1. Leaders have created an engaging curriculum. Staff confidently adapt activities to meet the needs of individual children throughout the day. Staff carefully guide children to take part in activities across all areas of learning so that they make progress. They provide activities that develop fine motor skills and help children feel confident when writing. Leaders build opportunities for social interaction into learning so that children develop their vocabulary confidently. Positive interactions between staff and children support this work.

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Early years Expected standard

Children in the early years are well cared for. Consistent routines and positive relationships with staff help them feel happy and secure as they learn and play. Leaders ensure that staff receive appropriate training and meet the needs of children with special educational needs and/or disabilities effectively. Leaders have high expectations of what children can achieve and, as a result, typically, children make positive progress across the early years and achieve highly from their starting points.

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Inclusion Expected standard

Inclusion is a priority for leaders. They want all pupils to thrive and succeed in school and beyond. Leaders have systems in place to identify any barriers to learning quickly. They provide training for staff so that they know how to reduce the impact of these barriers in lessons. Leaders continue to develop staff expertise to ensure that staff consistently support the pupils that need it the most.

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Inclusion Expected standard

Pupils can access a range of support strategies. Leaders encourage them to use these independently where possible. Positive relationship and teachers' effective use of extra adult support help pupils with additional needs feel safe and secure.

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Inclusion Expected standard

Leaders work with external partners to make sure that pupils receive the right help when they need it. Pupils with special educational needs and/or disabilities make positive progress from their starting points. Leaders support disadvantaged pupils effectively and these pupils achieve well. Leaders use additional funding to support disadvantaged pupils effectively. Pupils who are known, or previously known, to social care have plans in place to support them well in school. Leaders value positive relationships with parents and carers. Parents are generally pleased with the improvements made and the support their children receive.

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Leadership and governance Expected standard

Leaders are highly ambitious and have a clear vision for the success of all pupils. They want the best possible outcomes for pupils so that they can succeed in later life. Leaders are organised and strategic. They have systems in place to maintain expectations. They know what is working well and understand the areas that need further development. They work at pace across all aspects of the school’s work to secure the improvements pupils need. Their work has a positive impact, and pupils leave the school ready for the future.

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Leadership and governance Expected standard

Trustees and trust leaders support school leaders effectively. They take a strategic approach that helps improvements happen quickly and remain in place. They make sure that leaders receive appropriate support and professional development. Trust leaders know the school well and understand its context and ethos. They understand their responsibilities and carry out their roles diligently.

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Leadership and governance Expected standard

Leaders are role models within the community. They prioritise positive relationships with parents and carers, the community and professionals so that pupils can thrive. Staff speak positively about leadership and the ethos across the school. Leaders support staff well through effective training and development; they make sure that workloads remain manageable. Parents and carers are generally positive about the school and its leadership. They appreciate the inclusive approach leaders take to supporting pupils with special educational needs and/or disabilities.

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Personal development and wellbeing Expected standard

Leaders ensure that pupils follow an appropriate programme for personal development. The personal, social and health education programme, including relationships and sex education, is well planned to support pupils' personal development and wellbeing. Pupils understand the changes that happen to their bodies and feelings as they grow. They understand the importance of fundamental British values and can talk about their role within the school community.

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Personal development and wellbeing Expected standard

Pupils learn about positive friendships and understand that families can be different. They know how to stay safe, including online, and what to do if they see something concerning on a device. Leaders give pupils opportunities to celebrate cultural diversity and share their traditions. This helps pupils to understand, respect and value the experiences of others.

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Personal development and wellbeing Expected standard

Leaders provide appropriate pastoral support, which helps pupils to be ready to learn. Pupils learn about mental health and know what they can do to maintain good wellbeing. Positive relationships between staff and pupils support this work. Pupils value having trusted adults to speak to when they feel worried.

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Personal development and wellbeing Expected standard

Leaders encourage pupils to take part in the activities they offer. Pupils support fundraising and share their successes through the termly pupil forum newsletter. Leaders are ambitious for pupils to experience opportunities beyond the curriculum. Clubs include sports, debating and arts and crafts. Leaders make these opportunities available to everyone, including pupils with special educational needs and/or disabilities, disadvantaged pupils and those who face other barriers to learning. Pupils enjoy trips to the beach and residential visits that help them develop resilience. These experiences, together with visitors who contribute to assemblies, support pupils’ social, moral, spiritual and cultural development.

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

Pupils are proud to attend this school and highly value their teachers and leaders. They attend regularly and enjoy being part of the school community. Pupils’ behaviour is generally calm, focused and welcoming. They feel safe, receive help when they have a problem and are guided to make the right choices. When bullying happens, pupils know that their teachers will help to stop it. Pupils welcome the positive changes made at the school and say it is a calm place to learn. They enjoy making use of their new library and like having a cosy place to read.

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

Pupils, including those who are disadvantaged, typically achieve well at this school. Children in the early years receive a warm welcome and have every opportunity to thrive. Pupils learn to read through phonics and continue to build their reading skills as they move through the school. Pupils generally enjoy their lessons, particularly English and mathematics. They have positive attitudes to learning and are ready for the next stage of education. Pupils with special educational needs and/or disabilities receive the support they need to make progress. In every class, pupils know how to access help and do so independently.

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

Pupils benefit from a range of activities that broaden their experiences. Leaders encourage everyone to take part. Pupils enjoy the trips and visits on offer. They enjoy gardening and preparing for the market, where they sell their produce. Pupils contribute to decision-making through the pupil forum, and the eco-council considers issues of sustainability across the school. Pupils make a difference to both the school and wider community through fundraising activities. Positive relationships between pupils and adults help pupils to develop confidence and ambition.

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Next steps

Leaders should ensure that all staff have suitably high expectations for what pupils can achieve in all subjects, reflected in the quality of the work that pupils produce. Leaders should support staff to further improve the quality of pupils' handwriting so that it is more consistent across subjects and year groups.

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About this inspection

This school is part of the Greenheart Learning Partnership, which means other people in the trust also have responsibility for running the school. The trust is run by the Chief Executive Officer (CEO), Michelle Money and overseen by a board of trustees, chaired by Sean Starr.

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Team inspectors:

Diana Pearce, Ofsted Inspector Pete Hines OBE, 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 14 July 2026

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What does this mean?

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

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What does this mean?

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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What does this mean?

Inspectors spoke with school leaders during the inspection. Inspectors met with the trust CEO, members of the trust board and local governors. They held meetings with the headteacher, school leaders, teachers and pupils. They looked at pupils' work and books. They also talked to pupils, parents and staff to gather information about school life.

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What does this mean?

The inspectors confirmed the following information about the school:

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What does this mean?

The school does not make use of any alternative provision.

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What does this mean?

The school has undergone significant leadership changes since the last inspection, both within the school and trust.

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What does this mean?

Headteacher: Hayley Byrne 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) 69% 62% Close to average

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average

2023/24 (final) 59% 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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average

2024/25 (final) 79% 75% Close to average

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average

2022/23 (final) 77% 73% Close to average

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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) 72% 72% Close to average

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average

2023/24 (final) 67% 72% Close to average

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average

2022/23 (final) 67% 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) 72% 74% Close to average

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average

2023/24 (final) 67% 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

2023/24 (final) 42% 46% 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

2022/23 (final) 62% 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) 69% 59% Close to average

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average

2023/24 (final) 58% 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) 69% 61% Close to average

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average

2023/24 (final) 58% 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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national average

2024/25 (3 term) 5.8% 5.2% Close to average

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national average

2023/24 (3 term) 5.6% 5.5% Close to average

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Persistent absence

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

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national average

2024/25 (3 term) 12.4% 13.0% Close to average

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national average

2023/24 (3 term) 14.0% 14.6% Close to average

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national average

2022/23 (3 term) 12.5% 16.2% Close to average

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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. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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