Farmilo Primary School and Nursery
phone: 01623 480107
headteacher: Mr Andy Fox
210 pupils capacity: 103% full
115 boys 53%
100 girls 46%
Last updated: June 20, 2014
Primary — Community School
- Education phase
- Establishment type
- Community School
- Establishment #
- Open date
- Sept. 1, 2001
- Reason open
- Result of Amalgamation
- OSGB coordinates
- Easting: 451209, Northing: 363746
- GPS coordinates
- Latitude: 53.168, Longitude: -1.2354
- Accepting pupils
- 3—11 years old
- Census date
- Jan. 16, 2014
- Ofsted last inspection
- July 3, 2013
- Region › Const. › Ward
- East Midlands › Mansfield › Bull Farm and Pleasley Hill
- Urban > 10k - less sparse
- Free school meals %
- Farmilo First School NG197RS
- 0.7 miles Bull Farm First School and Nursery NG197LF
- 0.7 miles Crescent Primary School NG197LF (350 pupils)
- 0.8 miles Bull Farm Middle School NG197LJ
- 1 mile Anthony Bek Community Primary School NG197PG (213 pupils)
- 1.2 mile Oakdale Support Centre NG197HB
- 1.3 mile Beech Hill School NG196DX (61 pupils)
- 1.3 mile The Beech Academy NG196DX
- 1.4 mile Cumberlands Middle School NG196JN
- 1.4 mile All Saints RC Comprehensive School NG196BW (1052 pupils)
- 1.4 mile New Rose Primary School NG196JN
- 1.4 mile Rosebrook Primary School NG196JN
- 1.4 mile The Flying High Academy NG196JN (315 pupils)
- 1.4 mile All Saints RC Comprehensive School NG196BW
- 1.5 mile Robin Hood Infant and Nursery School NG198DF
- 1.5 mile Northfield Junior School NG198PG
- 1.5 mile Northfield Infant and Nursery School NG198PG
- 1.5 mile Robin Hood Junior School NG198DF
- 1.5 mile Ethel Wainwright First School NG196BE
- 1.5 mile Ladybrook First School and Nursery NG196EW
- 1.5 mile Ethel Wainwright Middle School NG196BE
- 1.5 mile The Queen Elizabeth's School NG197AP
- 1.5 mile Redgate School NG196EL (39 pupils)
- 1.5 mile The Queen Elizabeth's School NG197AP
Farmilo Primary School and
Woburn Road, Pleasley, Mansfield, NG19 7RS
|Inspection dates||3–4 July 2013|
|Overall effectiveness||This inspection:||Good||2|
|Achievement of pupils||Good||2|
|Quality of teaching||Good||2|
|Behaviour and safety of pupils||Outstanding||1|
|Leadership and management||Good||2|
Summary of key findings for parents and pupils
This is a good school.
It is not yet an outstanding school because
| This is a rapidly improving school. Pupils’ |
Pupils make good progress from their starting
Teaching is good across all key stages and
Teachers work exceptionally well with the
achievement has improved significantly since
the previous inspection.
points. By Year 6, attainment in reading and
writing is broadly average. Achievement is
especially strong in mathematics and
attainment is above average.
sometimes outstanding. Teachers successfully
encourage pupils to become good learners
capable of making decisions about their own
learning and working independently.
teaching assistants helping to maximise the
progress of different groups of pupils in all
parts of lessons.
| Pupils’ behaviour in lessons and around the |
Pupils take great pride in their school and
The strong leadership of the headteacher,
school is most often exemplary. Most pupils
apply themselves to learning tasks
exceptionally well. They become highly
confident learners. They are used to reviewing
their own and each other’s work and
supporting each other when working things out
and tackling problems.
relish the responsibilities they are given. Pupils
love coming to school. They feel safe, secure
and have great confidence in the teachers and
other adults who are there to help them.
senior leaders and the governing body has
secured improvements in most areas of the
school including pupils’ achievement, teaching,
behaviour and attendance.
| Not enough teaching is outstanding. Although |
there are no weaknesses common to all
teaching, there are some features that are
not consistently good from lesson to lesson.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||2 of 10|
Information about this inspection
- Inspectors observed parts of 17 lessons, two of which were observed jointly with the
headteacher. Inspectors listened to pupils read and talked with pupils from Years 1, 2, 3 and 5
about their reading. Work in pupils’ books was scrutinised alongside senior staff.
- Meetings were held with staff, members of the governing body and groups of pupils. A
telephone conversation was held with a representative of the local authority.
- Documents examined included: the school self-evaluation summary, the school improvement
plan, documents relating to safeguarding, records of behaviour and attendance and governing
- Inspectors talked to parents as they collected their children from school. Inspectors took
account of 34 responses to the online survey (Parent View), a survey of parents’ views carried
out by the school in 2012 and a letter and an email sent by parents to the lead inspector.
- The views of staff were taken into account through the 14 questionnaires received.
|Gillian Salter-Smith, Lead inspector||Additional Inspector|
|Alan Brewerton||Additional Inspector|
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||3 of 10|
Information about this school
- Farmilo Primary School and Nursery is smaller than an average-sized primary school.
- An average proportion of pupils are eligible for pupil premium funding (additional funding
provided by the government to support pupils known to be eligible for free school meals, those
in local authority care and those from service families).
- The vast majority of pupils are from White British backgrounds.
- The proportion of disabled pupils and those who have special educational needs supported at
school action is below the national average. The proportion of pupils supported by school action
plus or with a statement of special educational needs is well below the national average.
- A breakfast club operates each morning.
- The school meets the government’s current floor standards. These set the minimum standards
expected for pupils’ attainment and progress in English and mathematics.
What does the school need to do to improve further?
- Improve teaching further so that more is outstanding by:
ensuring that younger pupils and children always have plenty of hands-on practical
experiences to help them understand mathematical concepts in every session
making sure that all teachers use strategies to increase the pace of learning on the infrequent
occasions when it slows
moving more-able students on to even more challenging tasks earlier in every lesson in order
to increase their rate of learning further
ensuring a good balance of adult support between indoors and outdoors so that children in the
Early Years Foundation Stage get the most out of the activities when they choose where they
learn for themselves.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||4 of 10|
|The achievement of pupils||is good|
- From when they start school in the Nursery class, children make good progress from levels of
development which are often well below those typical for their age, especially in communication
skills. In the Early Years Foundation Stage, children enjoy being busy and learning because there
are plenty of activities and resources that capture their attention and help to develop their early
communication, reading, writing and numeracy skills effectively, both indoors and outdoors.
- Progress in Key Stages 1 and 2 is good in reading, writing and numeracy because these continue
to be well taught.
- Current Year 1 pupils have achieved well in the national phonics test (recognising letters and
sounds). Current results have improved on those of the previous year, which were already above
- Pupils enjoy reading. Those who fall behind are helped to catch up quickly. In addition to
carefully targeted one-to-one specialist support from a teacher, they are heard reading by an
adult every day. Older pupils take great pride in helping younger pupils with their reading.
Exciting books are used in class learning to stimulate pupils’ imaginations. By Year 6, attainment
in reading is a little above average and is improving year on year.
- Achievement in writing has improved a great deal since the previous inspection. The curriculum
is far more stimulating so that pupils now write with a real focus about events and matters that
interest them. For example, Key Stage 1 pupils wrote highly imaginative and well-structured
paragraphs about events during the Great Fire of London 1666. The frequent role play and talk
in preparation for writing are supporting learning well. Handwriting is far better formed and
pupils’ work is carefully presented. By Year 6, attainment is, currently, a little below average but
improving each year.
- Achievement in mathematics is strong. Teachers challenge pupils to work things out for
themselves and usually give pupils plenty of opportunity to apply their knowledge in practical
situations. The whole school enterprise task, ‘Farmillions’, enabled pupils to work collaboratively
on planning how to make a ‘fortune’ through enterprise that involved buying, repackaging and
selling sweets and confectionary to their peers.
- The progress of girls and boys varies from year to year, but there is no consistent pattern. The
school keeps a close check on the progress of all pupils reflecting the strong commitment to
equality of opportunity.
- The small proportion of pupils known to be eligible for the pupil premium make good progress
overall. The current pupils in Year 6 make similar progress to other pupils in mathematics. In
reading, they are around a term behind other pupils and in writing they are less than half a term
behind. Pupil premium funding provides additional adult support in every classroom and one-to-
one support for targeted pupils. In addition, funding supports attendance at breakfast club and
curriculum-related trips and visits.
- Disabled pupils and those who have special educational needs make good progress. Staff are
well informed about these pupils’ learning needs. Extra support is tightly targeted to specific
needs and is successful in securing the pupils good progress.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||5 of 10|
|The quality of teaching||is good|
- Good teaching is helping to improve pupils’ progress rapidly over time. Teaching is not yet
outstanding because not enough of it is outstanding.
- Teachers have high expectations of pupils’ self-reliance and ability to work independently. They
expect pupils to find things out, check each other’s work and to develop learning skills that will
stand them in good stead for the future.
- Relationships between adults and pupils are highly supportive so that pupils are developing into
keen and confident learners. They are not afraid to ask questions or get things wrong and have
another go. Just occasionally, teachers let the pace of learning slow too much and a very few
pupils, mostly boys, do not make the rapid progress of which they are capable.
- Classrooms are exciting places where there is a great deal of stimulation. ‘Missions’ are extra
activities found in every classroom. They help to consolidate and develop learning and pupils are
keen to complete these independently. Excellent display provides useful prompts for learning
and values pupils’ work.
- The outdoor areas are used well especially in the Early Years Foundation Stage and Key Stage 1.
Many learning activities involve practical work that reinforces or develops learning. Occasionally,
opportunities are missed to use practical activities to help children to understand mathematical
concepts. In the Early Years Foundation Stage, sometimes there are not enough staff outdoors
to help children to get the most out of their learning when they are choosing activities for
- Teachers and teaching assistants work together very effectively. A highly effective and flexible
approach to the use of time, adults and groupings throughout lessons helps to maximise
learning for all pupils in most lessons.
- Teachers know the pupils very well. They plan a good range of tasks that interest and engage
pupils to get the most out of them. Just occasionally, although more-able pupils are given harder
tasks, they sometimes do not get on to tackling them early enough in a lesson.
- Teachers question pupils effectively. They recognise how pupils are thinking and skilfully
question them to help them to work out things for themselves. This is especially the case in
- Teachers’ marking of work is good. Guidance on how to improve is very clear and pupils are
expected to make the improvements.
|The behaviour and safety of pupils||are outstanding|
- Pupils’ behaviour is usually exemplary. Pupils are exceptionally keen to learn and are developing
into confident independent learners. They are used to tackling problems and discussing ideas.
They work very well in pairs and groups and enjoy helping each other out. They often use each
other as a source of information before they ask a teacher.
- Older pupils thrive on taking on responsibilities. Many enjoy playing with younger children at
playtimes, spontaneously organising games and activities for them. They enjoy being a reading
‘buddy’ for younger children. The eco-council and school council take their roles seriously and
are very active in encouraging energy-saving activities and improving their school surroundings.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||6 of 10|
- Pupils feel very safe and secure in school. They say that bullying is extremely rare and that staff
are there to help and will sort out any concerns quickly. Pupils are active in preventing bullying
and know to say, ‘Stop! I don’t like that.’ They know about many different types of bullying.
They are aware of how they can keep themselves safe, including when using modern
- Parents are, rightly, very happy that their children are kept safe and are very well looked after.
- Staff are highly skilled and consistent in managing behaviour. They encourage pupils to manage
their own behaviour. Pupils are frequently given the responsibility of spotting good behaviour.
Pupils are encouraged to use their ‘imitating muscles’ to copy good behaviour for learning. Case
studies demonstrate the school’s success in helping children who struggle with behaviour to
settle down, improve and make progress.
- Attendance is above average and has improved since the previous inspection. It is a reflection of
how much the pupils enjoy coming to school.
|The leadership and management||are good|
- The headteacher, senior leaders and the governing body are highly ambitious for the school and
set high expectations of themselves, staff and pupils. They have been successful in improving
pupils’ achievement and the quality of teaching, alongside maintaining a caring, welcoming and
highly supportive place of learning. Staff morale is high and staff are fully committed to leaders’
ambitions for further improving the school.
- The school’s self-evaluation is accurate and based on rigorous checks on pupils’ progress and
the quality of teaching. Teachers and subject leaders are held closely to account for the progress
of the pupils. Potential underachievement of pupils is spotted quickly and learning is improved.
- All staff benefit from training and other professional development opportunities and from the
sharing of good practice between schools and within school. Training activities are well focused
on the school’s overall priorities and meet the professional needs of individual staff. Much
effective work has been done across the school on improving the curriculum and on encouraging
pupils to enjoy writing and improve its quality.
- The performance of all staff is managed rigorously and salary progressions are closely linked to
effective teaching which enables pupils to achieve well.
- The school has developed positive links with parents. Parents are highly supportive of the
school. Most appreciate the approachability of staff and good communication through texts,
newsletters and being available at the start and end of school.
- Safeguarding arrangements meet current requirements.
- The local authority provides a watching brief, which is appropriate for this rapidly improving
- The governance of the school:
Strong governance provides a good support and rigorous challenge to leaders. Governors
know the school well through well-structured regular visits and detailed reports from senior
leaders. They know how well pupils are performing in relation to the national picture and what
the priorities for improvement are. They directly support the headteacher in holding staff to
account for pupils’ achievement. They are fully informed about the quality of teaching and its
impact on pupils’ achievement and take this into account when making decisions on staff
salary progression. Governors bring a broad range of skills to their role and ensure that they
benefit from training.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||7 of 10|
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||8 of 10|
What inspection judgements mean
|Grade 1||Outstanding||An outstanding school is highly effective in delivering outcomes |
that provide exceptionally well for all its pupils’ needs. This ensures
that pupils are very well equipped for the next stage of their
education, training or employment.
|Grade 2||Good||A good school is effective in delivering outcomes that provide well |
for all its pupils’ needs. Pupils are well prepared for the next stage
of their education, training or employment.
|Grade 3||Requires |
|A school that requires improvement is not yet a good school, but it |
is not inadequate. This school will receive a full inspection within
24 months from the date of this inspection.
|Grade 4||Inadequate||A school that requires special measures is one where the school is |
failing to give its pupils an acceptable standard of education and
the school’s leaders, managers or governors have not
demonstrated that they have the capacity to secure the necessary
improvement in the school. This school will receive regular
monitoring by Ofsted inspectors.
A school that has serious weaknesses is inadequate overall and
requires significant improvement but leadership and management
are judged to be Grade 3 or better. This school will receive regular
monitoring by Ofsted inspectors.
|Inspection report:||Farmilo Primary School and Nursery, 3–4 July 2013||9 of 10|
|Unique reference number||133272|
This inspection of the school was carried out under section 5 of the Education Act 2005.
|Type of school||Primary|
|Age range of pupils||3–11|
|Gender of pupils||Mixed|
|Number of pupils on the school roll||212|
|Appropriate authority||The governing body|
|Date of previous school inspection||5 May 2010|
|Telephone number||01623 480107|
|Fax number||01623 480108|