Fossdene Primary School

Strengths

• Safeguarding standards are met, with an open culture where concerns are actively identified and managed.
• The curriculum is rich, broad, well designed and fully embedded across all subjects.
• Knowledge and skills are carefully sequenced, with vocabulary and language development given the highest priority.
• Phonics and reading are taught well from Reception, and pupils leave as confident readers and writers with a love of reading.
• Teachers demonstrate secure subject knowledge and help pupils build successfully on prior learning.
• Staff in the resourced provision are very well trained to meet a diverse range of pupils' needs.
• Careful curriculum adaptations support pupils with SEND to make steady progress towards individual targets.
• Inclusion is a golden thread running through all aspects of the school's work.
• Vulnerable pupils and families receive swift and effective support.
• Leaders and governors check the progress of pupils with SEND and disadvantaged pupils carefully and address gaps.
• Disadvantaged pupil funding is used effectively with clear impact over time.
• Leaders and governors share a strong, inclusive vision and accurately identify improvement priorities.
• The collaborative work across the federation has a positive impact on practice and provision.
• Governors provide appropriate support and challenge and fulfil all statutory duties.
• Teachers feel valued and supported, and leaders are mindful of staff workload and wellbeing.
• Pupils' personal development is given the highest priority and is carefully planned.
• Pupils feel well supported, thrive, and develop a strong sense of identity and belonging.
• Pupils know how to keep themselves safe and healthy, including online and during transition to secondary school.
• The school offers a wide range of after-school activities, trips and a residential journey.
• Pupils' attainment in reading, writing and mathematics is above the national average by the end of Year 6.
• Pupils with SEND achieve very well from their starting points because of high-quality provision.
• Attendance is in line with national averages and persistent absence is below the national average.
• Pupils behave well, are attentive and respectful, and playtimes are happy and well provided for.
• Children in early years make progress from starting points, some of which are much lower than expected.
• Parents and carers speak highly of the school and feel involved in their children's learning.

Areas for Improvement

• Over half of Reception children do not typically achieve an overall good level of development before moving to Year 1.
• Many Year 1 pupils do not pass the phonics screening check by the end of Year 1.
• The early years outdoor space does not consistently support children to apply emerging phonics and number skills.
• Some children do not secure the skills they need to be ready for the Year 1 curriculum.
• Early years staff interactions sometimes lack enough emphasis on the precise vocabulary needed to support learning.
• Staff interactions in early years are not always sharply focused on the intended learning.
• Leaders should further develop staff expertise across mainstream classes so that outcomes for pupils with SEND are strengthened further.
• Leaders should build on early years staff expertise to secure children's foundational skills through high-quality interactions and outdoor provision.

• Primary Schools
• Secondary Schools