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Fairlop Primary School has taken effective action to maintain the standards identified at the previous inspection.
What is it like to attend this school?
Pupils are proud to be part of the inclusive Fairlop community.
They talk passionately about what makes the school special. This includes the strong focus on showing kindness and respect to all. Pupils particularly appreciate the help and support they receive from staff.
They know they are safe here.
Staff have high expectations of pupils' learning, including in the early years. They regularly review the curriculum to ensure that all pupils are achieving well.
Pupils produce work of high quality in diffe...rent subjects. They achieve particularly well in national assessments. Pupils are highly focused in lessons.
They discuss their learning with passion and enjoy sharing new ideas.
Pupils become leaders and help others in their community. They raise money for local charities.
Many pupils support their younger peers by becoming prefects and playground buddies. Those on the school council are empowered to seek and represent the views of others. For example, they have recently shared opinions on the new canteen menu and local environmental issues.
A broad range of additional activities enhance pupils' learning. These include cheerleading, yoga and choir. Pupils enjoy a range of visits each year, for example, to the British Museum, the Imperial War Museum and different places of worship.
What does the school do well and what does it need to do better?
Leaders have designed a broad and ambitious curriculum, including for pupils with special educational needs and/or disabilities (SEND). Leaders have thought carefully about the key knowledge they want pupils to know from the Nursery onwards. This is sequenced to ensure that pupils build their knowledge over time.
In history, for example, pupils in the early years study their own history and create an 'All About Me' piece to aid their understanding of their past. Over time, pupils use a range of sources to build a strong picture of the history within different time periods. By Year 6, pupils use their detailed historical knowledge to write highly skilled essays comparing the significance of different past events.
Leaders have also planned opportunities to revisit pupils' learning across different subjects. In art, for example, teachers review pupils' learning of the Stone Age when supporting pupils to produce cave art.
Teachers present information clearly and use a variety of rich resources to bring the curriculum to life.
They frequently emphasise subject-specific vocabulary, such as 'chronology' and 'classification'. Teachers regularly check pupils' understanding. At times, however, these checks do not consistently identify and correct misconceptions.
As a result, misconceptions are not always addressed quickly enough. Subject leaders receive ongoing training. This supports them to play a key role in reviewing and improving the taught curriculum.
The school ensures that pupils with SEND are identified and well supported. This helps pupils with SEND to learn the same broad and ambitious curriculum as their peers.
Reading is prioritised throughout the school.
Staff have high expectations for pupils. Parents are invited to play a key role in supporting their child's reading. Staff deliver the agreed phonics programme, supported by the phonics team in school.
Pupils are given regular opportunities to practise and revisit the sounds they need to read well. Staff focus on checking pupils' knowledge. They intervene swiftly and effectively when pupils need extra help.
Pupils read books that are appropriately matched to the sounds they have learned. Through regular practice, pupils develop their fluency and confidence.
Staff have very high expectations of pupils' behaviour and attendance.
The 'Fairlop charter' makes these high expectations clear to all. Pupils and staff have a strong understanding of the systems in place that enable pupils to behave well. As a result, interruptions to lessons are rare.
Pupils know that staff will address any rare instances of disruptive or unkind behaviour. Staff build close working relationships with families to understand and tackle any barriers to attendance. As a result, attendance is high.
The school prioritises pupils' broader development from the Nursery onwards. A focus on being a 'rights respecting' school sits at the heart of this work. This includes a weekly assembly based on different areas of human rights.
Pupils are taught to respect and celebrate differences within and beyond the school community. Regular 'citizens awards' reward pupils who are exemplifying these values. Leaders have given careful thought to the personal, social, health and economic education curriculum.
For example, pupils learn how to stay healthy and safe, including when online and when travelling around the local area.
Staff are overwhelmingly proud to work at this school. They know that leaders look after their well-being and listen to their views.
Staff at all levels feel their workload is well considered and managed. A knowledgeable governing body provides highly effective support and challenge.
Safeguarding
The arrangements for safeguarding are effective.
What does the school need to do to improve?
(Information for the school and appropriate authority)
• In a few instances, pupils' understanding is not checked in a timely way. As a result, a small number of pupils continue to have misconceptions and are not fully ready to learn new content. The school should continue to ensure that assessment is used consistently to identify and correct pupils' mistakes before they move on in their learning.
Background
Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted's website. From September 2024 graded inspections will not include an overall effectiveness grade.
This school was, before September 2024, judged to be good for its overall effectiveness.
We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005.
We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school's work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act.
Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.
This is the second ungraded inspection since we judged the school to be good for overall effectiveness in July 2015.
