Fulford Primary School

Highlights from Latest Inspection

Summary of key findings for parents and pupils

This is a good school. Children in Reception make good progress as soon as they start school and are well prepared for Year 1.

Pupils make good progress. Results at the end of Year 6 in English and mathematics are higher than the national averages. Disabled pupils and those who have special educational needs are given the support they need to make good progress.

Teaching is good with some outstanding. There are good relationships between pupils and teachers, who have high expectations of the pupils. Pupils behave well, in and out of lessons.

They enjoy being at school and their attendance is above average. The headteacher knows the school well and has... instilled a strong culture of success and good achievement. She is ably supported by an effective team of teachers who work well together.

The governing body and senior leaders have a clear vision for improvement in the school and are focused well on ensuring all pupils make better progress in every year group. They have worked relentlessly to ensure the teaching is at least consistently good. It is not yet an outstanding school because : Occasionally, teachers do not make sure that lessons proceed briskly or that work is challenging enough for the more-able pupils, whose progress, consequently, slows.

Pupils do not have enough opportunities to check each other's work and so understand how to improve their own work. Pupils are not always given enough opportunities to learn without the help of the teacher and so they do not make as much progress as they could, especially in their writing.

Information about this school

The school is much smaller than most primary schools.

It serves the village of Fulford and surrounding villages. A below-average proportion of pupils are eligible for the pupil premium, which provides additional funding for pupils in local authority care, those known to be eligible for free school meals and those with a parent in the armed services. Most pupils are of White British heritage.

There are none who speak English as an additional language. Currently the proportion of pupils receiving extra support through school action is broadly average as is the proportion supported at school action plus or through a statement of special educational needs. In recent years these proportions have been above average.

There are separate classes for children in Reception and Year 3. Pupils in other years are taught in mixed-age classes. The school meets the government's current floor standards, which set the minimum expectations for pupils' attainment and progress.

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