|Name||Fawcett Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||03 October 2011|
|Address||Alpha Terrace, Trumpington, Cambridge, Cambridgeshire, CB2 9FS|
|Religious Character||Does not apply|
|Number of Pupils||423 (52% boys 48% girls)|
|Number of Pupils per Teacher||16.8|
|Percentage Free School Meals||20.9%|
|Percentage English is Not First Language||28.6%|
|Pupils with SEN Support||38.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This average-sized primary school admits pupils of mainly White British heritage. An above-average proportion of pupils are learning English as an additional language. The proportion of pupils identified with special educational needs and/or disabilities is above average, and a high proportion of these students have a statement of special educational needs. The proportion of those known to be eligible for free school meals is above average. The afternoon Nursery provision is managed by the governing body, who also provide a breakfast and after-school club. There have been significant changes since the last inspection. The school has grown in size with a significant increase in pupil numbers. There have been changes to the leadership team, with middle leaders allocated new subject responsibilities. A ‘Sure Start’ Children’s Centre, on the same site, serves the needs of the wider local community and is inspected separately.
Fawcett School provides a good and improving education for its pupils. Good teaching leads to good achievement, and outstanding care, guidance and support have resulted in many outstanding aspects of personal development, including pupils’ excellent behaviour. Outstanding promotion of safeguarding enables pupils to stay extremely safe in school. The wide range of sporting activities and a strong emphasis on promoting pupils’ healthy lifestyles have led to their excellent understanding of how to stay healthy. Pupils make an outstanding contribution to the community through, for example, their active work in recycling which received a national award. Their excellent spiritual, moral, social and cultural development is fully reflected in high levels of self-confidence, excellent relationships and the greatest respect for all. Outstanding partnerships with other schools and outside agencies have had a very positive impact on pupils’ learning and well-being. Parents and carers are rightly proud of the school. As one wrote, ‘This is a wonderful school which has helped my child to make good progress and to settle down very quickly. The staff are extremely caring and approachable and I am glad our child attends Fawcett.’ Children get off to a good start in the Nursery and Reception classes and settle in quickly. They continue to make good progress as they move through the school and by the end of Year 6, attainment is broadly average. Some pupils who are identified as needing to catch up quickly with learning achieve particularly well because they participate in a range of very effective intervention groups, enabling them to make very rapid progress in a short space of time. Teaching is typically good and information about pupils’ previous learning is used well to match work to their different levels of ability. Very occasionally teachers miss opportunities to extend the learning of more-able pupils or to break learning tasks down into smaller achievable steps for those who find learning difficult, and marking does not always show pupils how to improve their learning. Pupils greatly enjoy learning as a result of well-conceived practical approaches within the curriculum that are based on real-life experiences. The excellent leadership of the headteacher, with strong support from senior managers, has enabled the school to move forward and lift outcomes from good to outstanding since the last inspection. Assessment systems and the curriculum have greatly improved and weaknesses in teaching identified at Key Stage 1 have been eliminated. The governing body provides good support and challenges the school’s work effectively. Leaders’ close monitoring of the impact of teaching on pupils’ learning and achievement has led to a highly accurate view of what the school does well and what it needs to do to improve. Staff use this information well to set clear priorities for development, including further development of subject leadership and a reduction in persistent absenteeism of the very few pupils who do not attend regularly. As a result the school has a good capacity for further improvement. It has ensured that resources are used most effectively in raising achievement, and pupils’ outstanding outcomes represent excellent value for money.