Forest Hills Primary School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils, parents and staff share the view that Forest Hills is a happy and safe school. The school community has been through significant changes and is proud of the improvements that have been made.

In addition, the school also has a detailed understanding of the further improvements that still need to be made.

Leaders, in partnership with the trust, have changed the curriculum to help pupils build more successfully on their prior learning. This curriculum is beginning to enable pupils to make better progress.

However, parts of the curriculum are not fully embedded, which limits the progress of some pupils.

Pupils' behaviour is a strength. They learn... without distraction and have positive relationships with one another.

Parents report that poor behaviour no longer affects their children's learning. Pupils feel confident that, should they have any worries, they could share them with a trusted adult, who would support them.

Pupils understand the importance of being active in their community.

Leaders provide many opportunities for them to show kindness to others. Singing at events and raising money for charities prepare pupils to be good citizens. It is an exciting time to be part of this school.

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

There have been some very positive improvements to the education of pupils at Forest Hills over the last three years. However, the improved curriculum has only recently been introduced due to significant staffing changes, and it will take time for pupils to close gaps in their knowledge. An important first step in improving pupils' learning was to make sure that they were engaged in what they were learning.

They are.

Where subjects are more established, the impact on what pupils know and remember is evident. For example, in mathematics, the school have mapped out the content pupils will learn.

Staff use assessment well to identify and address any gaps in pupils' learning. Revisiting of previous learning helps important knowledge stick in pupils' memories. However, this is not yet consistent practice across all subjects.

The school's approach to the teaching of reading is developing. Staff choose books to enrich the curriculum and develop pupils' vocabulary. Regular reading sessions help pupils to understand the meaning of what they read.

Pupils now enjoy sharing stories with their teachers. Leaders have recently improved the teaching of phonics. As soon as they start in Reception, children practise saying and writing the sounds they are learning.

Across the school, staff now keep a closer eye on pupils who are not keeping up with the pace of the programme. However, some weaker readers are still struggling to sound out words they encounter. This prevents them from developing into fluent readers quickly.

The school has recently developed a new curriculum in the early years. However, this has only just been introduced. Recent changes to the learning environment have helped to support children's learning more effectively.

Staff development has also contributed to improved learning. However, the new curriculum, and further work needed to develop the early years provision, means that children are not achieving as well as they should to prepare them for key stage 1.

Senior leaders and the trust work closely and effectively with leaders at all levels.

They provide effective training and coaching for less experienced staff. However, due to significant changes in the leadership team, the school is still developing all leaders' expertise and understanding of how to check how well their curriculum and provision is supporting pupils' learning and progress.

Pupils with special educational needs and/or disabilities (SEND) receive effective support to access the curriculum and make progress.

Pupils with SEND learn the same subjects as their classmates. Leaders have supported staff in adapting the curriculum to meet their needs. Well-trained staff support pupils with SEND, providing high-quality academic and pastoral care.

The school works well with outside support agencies and is working to engage parents more fully in the review of support plans for pupils with SEND.

Leaders provide pupils with a range of experiences beyond the academic curriculum. Pupils are proud to belong to the school council and eco-teams.

They carry out these roles sensibly and feel that their voice is important. They get to vote on the clubs that are run. These include a range of sports, 'green gang', coding and den building.

Pupils learn the importance of respect and tolerance towards those with different beliefs to their own. All pupils know the school's 'FOREST' core values and demonstrate the value of respect in their interactions with others.

Trustees and governors know what is working well and what needs to improve.

Staff report that they feel proud to work at this school and want to do their best for the community they serve. Leaders and governors work well with staff to support their workload and have developed a strong team to take this school forward.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The new approach to the teaching of reading is not fully embedded. As a result, some pupils have not developed the reading skills they should have. The school should continue to implement and embed the new reading approach to ensure that all pupils learn correct letter sounds, read accurately and develop into fluent readers.

• The previous curriculum was not sufficiently well designed to ensure that pupils build successfully on their prior knowledge. As a result, pupils have gaps in their knowledge across a range of subjects. The school should continue to implement its new, effective curriculum to ensure that pupils close gaps in their knowledge and make good progress.

• Until recently, there has been staffing instability and lack of curriculum development in the early years. This means children in the early years have not achieved as well as they should. The school should continue its effective work to redevelop the early years provision to ensure that all children make good progress.

• There have been significant staffing changes over the last three years, especially in leadership. This has hindered the development of the leadership team. The school, in partnership with the trust, should continue to develop leadership so that the school continues to build on the improvements already implemented.