Fairfield Park Lower School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils embark on a rich, personal development journey in their time at this school. They access an extensive range of wider opportunities that prepare them well for the modern world. At the heart of this, pupils gain a deep understanding of culture and heritage beyond that of their own lived experiences.

This celebration of diversity runs through all aspects of school life. This fosters high levels of mutual respect. The pupils have a strong sense of belonging to 'two sites but one school'.

Through careful planning, pupils take on anti-bullying roles and represent the school council. They are inspired to learn about engineering, the environment, the arts and being ent...repreneurs. All pupils take part in sports competitions and benefit from sports coaching.

They access many clubs such as gardening, art and drama. Pupils enjoy volunteering and fundraising in school and for the community.

Pupils are proud of their school and want to do well.

They consistently follow the school' s rules and routines. Behaviour is exemplary, including at play times. Pupils, including the very youngest, show self-control and are unwaveringly polite.

Pupils also enjoy their learning. They like the range of topics they study and the books that they read. The trips and visits they go on broaden their knowledge of the subjects they study.

What does the school do well and what does it need to do better?

The school has ensured that the curriculum is ambitious and tailored to the changing needs and interests of its pupils. Leaders have made it clear to staff what they need to teach and when. Subject leaders are knowledgeable.

They provide staff with effective guidance to teach the curriculum as intended. This has been particularly successful in reading, phonics and times tables, for example. The school also check that knowledge for pupils builds logically over time, starting in Nursery.

Staff regularly provide pupils with the opportunity to revisit key knowledge. In most instances, pupils can recall their learning. However, there are a few instances where this is less secure.

The school also checks on how well pupils have gained the knowledge they need. Teachers give regular feedback on learning to help pupils identify how they can improve their work. However, in some areas, the clarity of this feedback is inconsistent.

This means that some pupils are not always sure about what they need to do to improve or deepen their understanding, including in writing.

Reading is a strength in the school and pupils achieve well. This is because pupils from Nursery upwards gain a strong understanding of letter sounds.

By the end of Year 2, most pupils, and including many of those with special educational needs and/or disabilities (SEND), are reading fluently. Pupils who find reading tricky are well supported to catch up. Books are closely matched to pupils' reading ability.

Older pupils talk confidently about books they have read and understood.

The school has seen a recent increase in the number of pupils with SEND. It has been quick to respond to this to accurately identify needs and seek external advice.

Pupils with SEND receive the support they need to meet their specific needs. This is because staff ensure these pupils have very precise targets and well-matched interventions. Leaders continue to support teachers to develop effective ways to adapt learning for pupils with SEND within lessons.

Nursery children make a good start to school life. Staff ensure they are ready for Reception. Throughout early years, children engage in learning to develop their communication, language and mathematical skills.

Leaders are enhancing their ambitious curriculum even further and are continuing to identify ways to ensure children develop a wide and rich vocabulary. Children who need additional support are identified and supported. However, on some occasions, children who could do more, would benefit from further opportunities to extend their learning.

Most children at the end of Reception are ready for Year 1.

Pupils have a very positive attitude to school. Lessons are calm and orderly.

The very youngest pupils sustain concentration well and take turns. Older pupils are courteous and kind to each other. Pupils do not worry about bullying.

Pupils attend school regularly. The school is caring but tenacious in following up any absences.

The school places a strong emphasis on personal and character development.

Opportunities to develop resilience and teamwork thread through all subjects, for example in physical education and art. Pupils cope well with setbacks and are resourceful. They learn about how to stay safe, be healthy, understand finance and respect different relationships.

Governors understand their roles and responsibilities. They have the expertise to hold leaders to account and manage resources. Leaders have successfully steered the school through its expansion.

Staff appreciate that all leaders are mindful of their well-being and workload. Parents are also very supportive of the school.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• In some instances, pupils do not receive sufficient or clear feedback on how to improve or deepen their understanding, including in writing. Therefore, some pupils do not achieve as highly as they could. The school needs to check that this feedback happens more consistently and effectively, so pupils fully achieve the ambitious aims leaders intend.

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