|Name||Fairlawn Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||16 January 2019|
|Address||Honor Oak Road, London, SE23 3SB|
|Religious Character||Does not apply|
|Number of Pupils||464 (46% boys 54% girls)|
|Number of Pupils per Teacher||26.4|
|Percentage Free School Meals||6.9%|
|Percentage English is Not First Language||17.7%|
|Pupils with SEN Support||10.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fairlawn Primary School is larger than the average-sized primary school. It is part of a hard federation with Haseltine Primary School. The two schools share a governing body. The headteacher works in partnership with the executive headteacher. Fairlawn is also a national support school and a teaching school. The majority of pupils come from a White British background. The proportion of pupils who receive SEND support is above the national average. The proportion of pupils known to be eligible for the pupil premium funding is below the national average. The school provides breakfast and after-school clubs, as well as a wide range of extra activities for pupils after school.
Summary of key findings for parents and pupils
This is a good school Leaders have a clear vision for the school to achieve the best academic and personal outcomes for all pupils. All staff and governors share this vision. Outcomes for disadvantaged pupils have been significantly below the national average over the past two years in mathematics. A high number have not attained the expected standard or progressed well from their starting points. The use of additional funding is monitored. Resources are now targeted carefully to enable disadvantaged pupils, and pupils with special educational needs and/or disabilities (SEND) to make good or better progress. Teachers value the continuing professional development provided by the school. It has a positive impact on their teaching and on pupils’ learning and personal development. The use of questioning and feedback by teachers to probe pupils’ thinking is variable. This means that some pupils’ progress is limited. Teachers embed reading, writing and communication well across the curriculum. However, the teaching of mathematics is inconsistent and, therefore, not all pupils are challenged to extend their learning. Pupils enjoy a wide and rich curriculum which extends beyond the school day. Pupils’ spiritual, moral, social and cultural development is at the heart of the school’s work. However, assessment systems are not yet embedded consistently across the wider curriculum to ensure that pupils’ knowledge and skills are extended. In the early years, a highly stimulating environment and exceptional curriculum provide varied and imaginative experiences. The proportion of children who achieve a good level of development is well above the national average. Pupils are confident and self-assured. They are proud of their achievements and of their school. This is reflected in their excellent attendance. Pupils’ behaviour is excellent in lessons and at lunchtimes. Leaders and all staff teach pupils to be self-disciplined, resilient and caring. Safeguarding is effective.