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The pupils and their families are at the heart of this highly inclusive school. Everyone is a valued part of the 'Fourfields Family'. Pupils enjoy the chance to 'shine' in a variety of ways.
Pupils find joy in learning. Staff manage behaviour in a consistent way. Pupils know these expectations.
They behave well. Learning proceeds without disruption at this school.
Pupils' social and emotional needs are met in a variety of ways.
Where pupils need bespoke support, they receive this. This means all pupils, including those with special educational needs and/or disabilities (SEND), feel a valued part of this strong school community.
Playtimes are... a hive of activity for pupils.
They enjoy playing together. Pupils access a wide range of carefully planned activities. Pupils perform on their own stage.
Others choose to create dens in the rich outdoor environment. These activities support children to gain confidence and take risk in their play.
Pupils access a rich range of wider opportunities.
They develop leadership skills through different roles and responsibilities such as reading ambassadors. Residential trips offer pupils new experiences. All pupils have equal access to these.
They develop confidence and independence from these opportunities.
What does the school do well and what does it need to do better?
Leaders go above and beyond for their pupils and the wider community. The school emerged as a real source of strength during the pandemic.
It continues to offer extensive support to its pupils and their families. One parent commented: 'It is not just learning, it is a whole package and the teachers deeply care.' This accurately sums up the ethos at this school.
The school prioritises the reading curriculum. Pupils love to read. Trained staff teach early reading effectively.
New sounds are taught clearly, and pupils learn these successfully. Pupils read books matched to their stage of reading. Staff check pupil progress regularly.
When pupils fall behind, extra help is put in place immediately. As a result, pupils become fluent readers.
Pupils learn an equally effective curriculum across the other core subjects.
For example, in mathematics, the school has worked hard to support pupils to explain their thinking. Pupils share their answers confidently due to a whole school approach used well in all classes.
Some curriculum subjects are at different stages of development.
Where subjects are well established, pupils access a clear and progressive curriculum. In these cases, pupils' knowledge builds over time. In other subjects, there is more work to do.
For example, in history, leaders have recently reconsidered the knowledge pupils should learn. They are now putting this revised curriculum in place.
Leaders are working on the way in which they check how well pupils are achieving across the curriculum subjects.
Currently, the effectiveness of teachers' checks on how well pupils are doing varies. On occasion, pupils' learning is not checked carefully. This means teachers do not always recognise where pupils need extra support.
As a result, some pupils are making more progress than others.
Children make an excellent start in early years. Skilled staff have designed a strong curriculum.
Children arrive at school ready to learn and know the clear expectations. Adults regularly check how well children are learning. They talk to children to develop their communication skills.
Equally, they step back and allow children the chance to explore and learn in their own ways. As a result, children make exceptional progress in early years. They are well prepared for Year 1.
The school manages behaviour by talking carefully to pupils. Pupils are encouraged to think about their behaviour and learn from any mistakes. This is working well.
Pupils behave well. All pupils understand the expectations at this school.
Provision for pupils with SEND is strong.
Leaders have ensured there are detailed plans that carefully consider pupils' needs. Staff implement these plans successfully in the class. This means pupils with SEND can successfully access the full curriculum alongside their peers.
The school places a great importance on developing pupils so they are well prepared for adult life. Opportunities to contribute to the community are well considered and meaningful. Pupils learn about their diverse community and know the importance of respect and tolerance.
They speak respectfully.
Staff are extremely proud to work at Fourfields. They appreciate the opportunities they have for their professional development.
They enjoy the supportive close-knit team at this school.
Governors know the school well. They provide appropriate support and challenge to school leaders.
This means school leaders are challenged to keep finding ways to further improve 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)
• The school does not assess pupils' learning in a consistent way across some subjects.
This means teachers do not always recognise how well pupils are learning the school curriculum. The school needs to develop an agreed assessment system that ensures pupils' progress is assessed accurately across all subjects. This will mean all pupils progress successfully through the school's planned curriculum.
