Fosse Mead Primary Academy

Highlights from Latest Inspection

What is it like to attend this school?

Fosse Mead Primary Academy is thriving.

The school has been on a rapid journey of improvement. Leaders have put ambitious sequences of learning in place in all subjects. They have high expectations of what all pupils can achieve.

These changes are now having an impact. Pupils are learning the curriculum well.

Pupils are proud of their school.

They say the adults at Fosse Mead Academy make them feel safe. Pupils know that they can share their worries and they will get the help they need. The school has tailored its curriculum to reflect its community and the needs of its pupils.

Pupils behave well. Older pupils recognise how behaviour at the ...school has improved. There are warm relationships between pupils and staff.

Pupils appreciate the support they are given. They say, 'Even if we do something wrong, the staff take the time to explain what we have done and how to make it better, so we learn for next time.'

The school is determined to raise pupils' aspirations and broaden their horizons.

Pupils' education is enriched by 'Fosse's Fantastic 50' and the inspirational murals that adorn the school. Pupils say, 'The staff here want a better future for us.'

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

There have been significant improvements to the curriculum since the school joined The Mead Educational Trust.

The school has ensured that staff teach the curriculum well. There are frequent checks to ensure that pupils keep up. Support is provided straight away for any pupil who does not.

However, these changes did not have sufficient time to impact on the outcomes of previous cohorts. Therefore, published results do not reflect the quality of education in the school now.

Staff explain and model new learning clearly.

In English lessons, for instance, staff take pupils through the writing process, showing them how to construct complex sentence structures that are grammatically accurate and punctuated correctly. However, staff do not systematically revisit and build on prior learning as effectively as they could in all areas of the curriculum. This is because, although the school has put clear sequences of learning in place for each subject, it has not identified the most important content in some subjects that pupils need to remember and use again.

As a result, some pupils do not gain the depth of understanding that they could in some subjects.

There is a sharp focus on building pupils' vocabulary in all lessons. Visual aids help pupils to remember the meaning of new words.

This approach is very effective in supporting pupils with special educational needs and/or disabilities (SEND) and the high proportion of pupils who speak English as an additional language. The support for pupils with SEND is well matched to their individual needs. Staff adapt lessons skilfully to ensure that pupils with SEND can learn the curriculum.

There is a vibrant reading culture at the school. Pupils are captivated by the stories they listen to. Pupils enjoy reading and recognise its value.

They say, 'Books take you into a new world where you can imagine what it is like to be other people and live in other places.' Staff check closely on how well pupils are learning phonics. There is additional support for any pupil with gaps in their phonic knowledge.

The early years environment is warm and nurturing. Children access activities confidently and independently. However, during free-choice activities, children do not always benefit from the high-quality interactions with staff that are needed to develop their communication and language skills.

The school sets high standards for pupils' attitudes and conduct. Although some pupils can lose focus quite quickly, most pupils concentrate well in lessons.

The school does everything it can to reduce absence.

It works closely with families to understand and overcome the cause of any low attendance. This approach has seen a significant reduction in the amount of time pupils have off school.

Personal development sits at the heart of Fosse Mead Academy.

As well as a comprehensive programme of personal, social and health education (PSHE), there are many curriculum-linked trips. There are numerous leadership roles for pupils, as well as an extensive range of clubs which are free to access. Pupils also have opportunities to contribute to the community, including collecting litter and fundraising for local charities.

Pupils understand the importance of equality and they are respectful of difference, although their knowledge of world faiths is less secure.

Staff in the early stages of their teaching career are flourishing. Staff appreciate the consideration that is given to their professional development, well-being and workload.

Safeguarding

The arrangements for safeguarding are effective.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• The school has not clearly identified the most important knowledge that pupils need to remember and use again in all areas of the curriculum. Pupils do not always build on their prior learning and gain the depth of understanding that they could.

The school should ensure that the key curriculum content pupils need to remember is clearly identified in all subjects. Staff should check that this important prior learning has been retained. ? During free-choice time in the early years, children do not always benefit from high-quality interactions with staff.

Staff do not reliably build children's vocabulary as well as they could. Consequently, some children do not develop their communication and language skills as well as they might. The school must ensure that all staff develop children's communication and language throughout the early years provision.