Fenstanton Primary School

Strengths

• Pupils' achievement improved markedly in 2025, with Year 6 results close to national averages.
• The curriculum is ambitious, well sequenced and has been strengthened since the last inspection.
• Leaders have an accurate understanding of the curriculum and act on what they find.
• Early reading is taught through a well-structured phonics programme, with phonics outcomes above national.
• Staff identify pupils who fall behind in reading and provide extra teaching that helps them keep pace.
• Pupils typically use ambitious vocabulary because of deliberate curriculum changes.
• Pupils revisit and apply prior learning, which supports recall, and take care with writing and editing.
• Teaching is adapted so pupils with SEND can access the full curriculum.
• Early years children settle quickly and happily into clear, predictable routines.
• Communication and language are central to the early years curriculum, with high expectations for children who speak little or no English.
• Early reading and early mathematics are taught well in Reception, and children typically leave ready for Year 1.
• Inclusion is a priority, with needs identified promptly and support put in place without delay.
• Leaders work closely with parents, carers and the local authority to support vulnerable pupils.
• Additional funding is used effectively to help disadvantaged pupils keep up and take part in visits.
• Leadership is committed and stable, with governors giving considerable time and fulfilling statutory duties.
• Professional development is effective and staff feel positive about leaders' consideration of wellbeing and workload.
• Personal development is central to school life, with a well-sequenced PSHE programme and strong pupil leadership.
• Pupils understand fundamental British values and take on roles such as play leaders, mediators and house captains.
• Behaviour is a strength; pupils are respectful, bullying is rare, and classrooms are calm.
• Safeguarding standards are met, with an open and positive culture of safeguarding.

Areas for Improvement

• Attendance is too low and persistent absence is high.
• Leaders' attendance strategies have not yet secured sustained improvement.
• Teachers do not always act routinely on checks for understanding, so teaching can move on before prior learning is secure.
• Adaptations for pupils with SEND are sometimes not sharply tailored to individual needs.
• Early years staff do not always build on what children say to extend their language further.
• Pupils' fluency in number is not secure, and Year 4 multiplication tables check results are below national.
• The overall variety of clubs and experiences is limited and does not fully develop pupils' individual talents and interests.
• Improvements in achievement are recent and need to be embedded and sustained for all pupils, including disadvantaged pupils and pupils with SEND.

• Primary Schools
• Secondary Schools