Thomas Fairchild Community School

Highlights from Latest Inspection

What is it like to attend this school?

Pupils are proud of their school and enjoy their learning.

Leaders have created a safe environment in which pupils can achieve their best. Children in early years have settled in quickly and they are ready to learn. Being responsible is one of the school values, and pupils keenly put this into action.

For example, the pupil council has worked with leaders to improve the school lunch menu.

Leaders and staff are committed to providing pupils with the best possible start to their education. They have created a stimulating learning environment in early years, where children thrive academically and socially.

Pupils learn a broad range of subjects througho...ut school. Leaders have thought carefully about the key knowledge and skills they want pupils to know and remember. Pupils are keen to be reading ambassadors so that they can be involved in choosing books for the school.

They recommend their favourite books to other pupils, for example in assemblies.

There is a calm and focused environment in lessons, where pupils are keen to learn. Staff use tokens linked to the school values to reward good behaviour.

Pupils collect these tokens to gain rewards for their class. This really motivates them to do well for themselves and each other. Older pupils can also be 'playground friends' and help others to join in with the many activities available.

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

The school has implemented a curriculum that is ambitious for all pupils. Leaders have identified the key subject knowledge, vocabulary and skills that they want pupils to learn in all subject areas. Leaders have planned subjects in a logical order, so that pupils build on their previous knowledge.

Pupils recall with fluency the knowledge taught in previous lessons and use what they know to understand more complex ideas.

In early years, the curriculum provides children with strong foundations in all seven areas of learning and development. Leaders design children's learning with ambition.

They have thought very carefully about what children need to experience so that they are ready for what they will do in Year 1 and beyond. For example, in Reception Year, children use manipulative and pictorial resources to build a secure understanding of number and shape. This continues in Year 1, where pupils deepen their understanding through lots of practice.

Staff also take every opportunity to speak with children, developing their use and understanding of language.

Teachers regularly check that pupils can recall key knowledge. For example, in physical education (PE), staff check that pupils remember what they need to do to pass a ball accurately.

They make sure that this knowledge is secure and then help pupils to apply this, for instance when they are marking opponents in a game. However, checks on whether pupils have securely learned what has been taught are not routine in all subjects. As a result, pupils might move on to new subject content with gaps in their knowledge.

Leaders are quick to identify any pupils that may have special educational needs and/or disabilities (SEND). Leaders make adjustments to how the curriculum is taught, so that these pupils access the same knowledge and skills as their peers. Teachers make effective use of the individual profiles of pupils with SEND.

They adapt teaching and resources to meet pupils' needs.

Leaders have made reading a priority across the school. From the very start of Reception Year, children learn the sounds that letters represent and how to decode words.

Staff read to pupils across the whole school daily. Pupils are keen readers and enjoy their lessons in the library. Pupils practise reading often and take home books that match the sounds that they know.

Parents and carers are actively encouraged to support their children. If pupils struggle with learning phonics, staff identify this quickly and support them to keep them on track. Support in class and one-to-one help for some pupils mean that pupils quickly become accurate and fluent readers.

The school is a calm learning environment. Leaders have high expectations for pupils' behaviour. Staff apply the behaviour policy consistently and use positive praise to motivate pupils.

If pupils do not meet leaders' high expectations, they are asked to 'stop and think' about their actions using the school values to help them. Pupils' attendance is improving. Most attend regularly.

Leaders have introduced strategies to support those pupils with persistent absence, and this is starting to have an impact.

The school provides a wide range of after-school clubs and activities free of charge for pupils. These include clubs for sports, art and drama.

Leaders have planned educational outings into the school curriculum so that all pupils benefit. For example, pupils visited the Horniman Museum, where they learned about Darwin and evolution. During their time in the school, pupils learn about other faiths and visit places of worship of the world's major religions.

Pupils are keen to raise money for charity and recently collected food for a local food bank.

Leaders have acted quickly to bring about improvement in the school. They focused on the areas that make the greatest impact first.

They make sure that staff receive high-quality training and support to do their job well. Staff appreciate this. Staff said that leaders are approachable and considerate of their well-being.

The federation governing body knows the school well. It has the skills and experience to hold leaders to account.

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 instances, the school is not checking how well pupils have secured the vocabulary, knowledge and skills that they are expected to know and remember in all subject areas. This means that pupils may develop gaps in their knowledge or misconceptions. The school should ensure that staff purposefully check that pupils confidently and securely remember the knowledge that has been taught so that they are fully ready to move on to the next stage of their learning.