Fircroft Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils proudly follow the school motto of 'confident, creative, community' and are safe and happy at the school. They know that bullying is rare and, if it happens, it will be swiftly dealt with. If they have any concerns, there is a trusted adult who will listen to them and help them if necessary.

Pupils' behaviour is exemplary. They play very sensibly together in the playground and are polite and respectful to each other and to staff. Pupils are enthusiastic in class, keen to learn and eager to discuss what they know.

Leaders have high expectations for all pupils, including pupils with special educational needs and/or disabilities (SEND). They have designed a curric...ulum that is well thought out and considers the needs of pupils with SEND. Pupils are well prepared for the next stage of their education and, overall, they achieve well.

The school wants pupils to have rich experiences to broaden their knowledge of and outlook on the world. Pupils can join after-school clubs such as football, drama, and gymnastics. They enjoy trips to museums, places of worship and the theatre.

Pupils are proud of the way they contribute to the school. For example, the 'play leaders' support younger children in the playground.

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

Pupils start learning to read as soon as they join the school.

Staff have been well trained to deliver the phonics programme. They carefully check the letters and sounds that pupils know and ensure that, if any pupils fall behind, they receive the support they need to catch up. Pupils read books matched to their ability.

The school fosters a love of reading in different ways. For example, there is a 'we love reading' session for the whole school every week.

Teachers receive training to ensure that the curriculum is delivered effectively.

Leaders have ensured that the curriculum develops and progresses pupils' knowledge from the early years to Year 6. For example, in geography in Reception, pupils learn about the local area and significant buildings. This prepares them for learning about wider London in Year 1, including visiting landmarks such as the London Eye.

By Year 4, pupils have progressed to discussing the different kinds of tectonic plates found in the earth.

In many subjects, pupils can confidently recall and build on their prior knowledge. For example, in history, pupils can identify the similarities between the different empires they have studied.

In science, pupils can recall their work on seasons and can link this to their current topic of the weathering of rock. Pupils achieve well. They leave the school well prepared for secondary school.

Teachers summarise previous knowledge with pupils and check on what pupils know. However, at times, this is not done consistently well. This means that, sometimes, teachers do not have an accurate picture of pupils' progress.

The school identifies the needs of pupils with SEND as swiftly as possible. Staff help pupils to understand and engage with their learning and work well with their peers. This means that pupils with SEND are supported effectively to learn the curriculum.

Pupils' behaviour, in classrooms and around the school, is a pleasure to witness. The school follows a consistent behaviour policy, including a traffic light system to monitor and manage pupils' conduct. Positive behaviour is celebrated through regular assemblies, reinforcing a culture of respect.

The school is doing all it can to ensure pupils attend school on time and regularly. This includes the staff being on the gate, letters being sent to parents and carers and support for parents who are struggling where necessary.

The enrichment of pupils' education and their personal development is a strength of the school.

The school encourages pupils to be inspired by the wider world. For example, visitors such as poets, palaeontologists and polar explorers let the children know how their learning can open doors in their future lives. Pupils enjoy talking about the school trips and clubs and the way they contribute to the school and the community.

For example, the school's choir sings at a local Christmas fair, and the eco-team raised money to adopt a polar bear.

Staff feel supported by leaders, including governors. They know leaders consider their well-being and workload.

Subject leaders receive time and training to help them carry out their role. A huge majority of parents are positive about the work of the school. They appreciate the hard work of the leaders and staff, and the caring and supportive environment at the school.

Governors know the school extremely well. They offer support and challenge in key aspects of the school's work.

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 subjects, staff do not check carefully enough what pupils learn and remember. In these instances, pupils do not consistently develop the same depth of knowledge and understanding as they do in other subjects. The school should ensure that pupils' learning is checked consistently well across the curriculum to identify any errors or misconceptions in pupils' learning.

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