Fairhaven Primary School

Highlights from Latest Inspection

What is it like to attend this school?

The headteacher and staff have created a nurturing school where the adults really care about the pupils.

Pupils are happy and friendly. They respect adults and trust them to sort out any bullying should it occur. Parents appreciate the warm, friendly greetings they receive from leaders on the school gate.

Everyone is treated with respect. Staff teach pupils to value differences. The 'fair' in Fairhaven shines through.

Pupils say, 'It would be a boring world if we all looked the same, talked the same, behaved the same'.

Despite these positive features, pupils do not achieve well enough. Some pupils do not learn to read fluently.

Quite often, ...pupils struggle to remember what they have been taught. Pupils do not build on their learning well from the early years through to the end of Year 6. This is because leaders have not given enough thought to what they want pupils to know in each subject in key stages 1 and 2.

Pupils behave well. Those who have additional behavioural needs are well supported, including those within the nurture provision. Pupils value the opportunities to take on responsibilities, such as peacemakers.

They help pupils get on together.

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

Children get a secure start to school in the early years. They achieve well across the whole curriculum.

Staff are well trained and know what children should learn at each stage. The new nursery provision is proving popular. The early years provides a good foundation for what pupils will learn in key stage 1.

In key stages 1 and 2, the school teaches the full range of subjects. However, in some of these subjects, leaders have not agreed what is the most important content for pupils to remember. Leaders' plans do not show the knowledge and skills that pupils need to learn clearly enough.

Teachers are unsure about the prior knowledge pupils need before they tackle new work. Weaknesses in curriculum planning mean that pupils sometimes find it hard to remember important information from earlier learning. Teachers tend to focus on testing pupils rather than checking how well pupils remember what they have been taught in each subject.

Teaching pupils to read has been a focus for leaders. Reading is taught regularly across the school. However, there are inconsistencies in the way phonics is taught and in the resources that teachers use.

Reading books in Reception closely match the sounds that children know. This is not the case for pupils in other year groups. This slows their ability to use their phonics to read words they have not met before.

Pupils enjoy texts from the 'Reading River'. They talk fondly of books they have read. For example, speaking of a particular book, they said, 'It talked you through the ups and downs of life'.

Leaders have a structure in place to help teachers plan and teach mathematics effectively. Teachers know what they will teach pupils and when they will teach it. They check what pupils know and can do.

Pupils use their knowledge to tackle challenging problem-solving activities. Leaders use schemes to help them develop subjects such as science and design and technology (DT). This is beginning to help teachers to know what to teach and when.

The special educational needs coordinator works diligently to support pupils with special educational needs and/or disabilities (SEND). Additional teaching and pastoral support are well focused on ensuring that pupils with SEND are included in all aspects of school life. Pupils' attitudes to learning are positive because they find the extra help valuable.

Parents appreciate the professional and sensitive support that their children get. They say it makes a difference.

Most staff feel well supported by leaders and are proud to work at the school.

They appreciate the training that leaders provide.

Governors are proud of the school's kind and caring ethos. However, leaders' planning for improvement does not set clear actions and measures.

As a result, governors are not able to provide enough challenge to leaders on the way the curriculum is designed and how this is helping pupils learn.

Pupils' personal development is a strength of the school. Skiing, sightseeing in London, theatre and museum visits all add to pupils' experiences.

The local area is used well to support visits and learning. Pupils talk enthusiastically about these visits. The 'adopt-a-chef' programme helps pupils to understand healthy eating and how to prepare food safely.

Parents comment positively on the way staff work hard to bring back a little happiness and normality since the pandemic.

Safeguarding

The arrangements for safeguarding are effective.

Staff know pupils well and prioritise their welfare.

Staff are well trained. They understand their duty to keep pupils safe and report any concerns. Leaders work closely with external agencies to help pupils and their families.

They follow up their actions in a timely manner.

Pupils feel safe at school. They know who to go to if they have any worries.

Pupils learn to identify and manage risks. For example, they learn about water safety, road safety and how to stay safe online.

What does the school need to do to improve?

• The curriculum is not coherent or sequenced well.

Pupils do not remember enough about what they have learned. Leaders should ensure that the curriculum plans for all subjects set out the knowledge that pupils should know and when they should know it. Leaders should check the progress pupils make through the curriculum and if they understand and remember it.

• The reading programme is not effective for all pupils. Some pupils fall behind. Leaders need to ensure that the teaching of phonics is accurate and consistent.

Leaders should ensure that reading books directly match the sounds pupils are learning in Year 1 and Year 2. ? Governors have not held leaders to account well enough for the quality of education and pupils' achievement. Governors need to improve their skills so that they can hold leaders to account for all aspects of the school's performance.

• Leaders' planning for improvement is not matched closely enough to the weaknesses in the school. At times, the actions taken have not been sufficiently focused on the most important areas for improvement or carried out quickly enough. Leaders need to ensure that action plans clearly set out what is required to improve the quality of education in a succinct and manageable manner.

Also at this postcode