|Name||Fairway Primary School and Children’s Centre|
|Ofsted Inspection Rating||Good|
|Inspection Date||31 January 2017|
|Address||The Fairway, London, NW7 3HS|
|Religious Character||Does not apply|
|Number of Pupils||330 (51% boys 49% girls)|
|Number of Pupils per Teacher||19.4|
|Percentage Free School Meals||18.6%|
|Percentage English is Not First Language||74.5%|
|Pupils with SEN Support||12.1%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a slightly larger than average-sized primary school with a children’s centre. The childcare provision for two- to four-year-olds is managed by the governing body and was therefore inspected as a part of the school’s early years provision. The school offers 40 full-time equivalent places in the childcare setting. In addition, the school Nursery provides 26 full-time equivalent places (52 places in total), and one full-time Reception class. There is one class for all other year groups with the exception of Year 4, which has two. The school serves a diverse community with pupils coming from a variety of different backgrounds. The proportion of pupils who speak English as an additional language is well above average. However, a small minority are at an early stage. The proportion of disadvantaged pupils is above average. The proportion of pupils who have special educational needs and/or disabilities is also above average. The school is co-located with Northway Special School, which is subject to a separate inspection. The school meets the government’s current floor standards, which are the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6. The current headteacher commenced post in September 2015. The school meets requirements on the publication of specified information on its website.
Summary of key findings for parents and pupils
This is a good school The headteacher’s energetic and determined leadership has brought about the improvements to the school’s performance that were urgently needed. After a significant dip in 2016, standards are rising fast and pupils’ progress across the school is now good. Teaching and outcomes are good. Teaching in every year group has improved over the past 12 months. This is the result of effective support and challenge from leaders for teachers. Pupils value learning and take pride in their school. They behave well in lessons and around the school. No group of pupils is adversely affected by poor attendance. Funding is used well to address barriers which pupils face in their learning. This includes work with all disadvantaged pupils and pupils who have special educational needs and/or disabilities. Pupils who demonstrate that they are capable of attaining higher standards are not challenged as effectively as they could be. This includes some of the most able pupils in the school. Children experience good provision in the early years, which includes the childcare setting. They develop curiosity and are keen to use the rich resources provided in both the classroom and the outside area. Pupils are kept safe. Relationships between pupils and staff are strong. Pupils trust staff and so will discuss any concerns they have with them. Boys now make rapid progress in reading and writing. However, they need to make even better progress in order to catch up with the girls. A revised curriculum linked to enrichment activities stimulates pupils’ learning and provides them with memorable experiences. Governance is improving after a period of decline. Although governors offer some challenge, this does not take sufficient account of the information they receive about the progress of different groups of pupils. Safeguarding is effective. The school uses its robust systems well to make sure that the well-being of pupils has the highest priority.