Fenstanton Primary School

Name Fenstanton Primary School
Website http://www.gipsyhillfederation.org.uk/
Ofsted Inspection Rating Good
Inspection Date 05 March 2013
Address Abbots Park, Tulse Hill, London, SW2 3PW
Phone Number 02086743311
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 535 (48% boys 52% girls)
Number of Pupils per Teacher 20.3
Local Authority Lambeth
Percentage Free School Meals 41.6%
Percentage English is Not First Language 55.7%
Persisitent Absence 12.8%
Pupils with SEN Support 17.4%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

Fenstanton is larger than the average sized primary school. The proportion of disabled pupils and those who have special educational needs is high. This includes those pupils who receive extra help from within the school and those who receive additional funding to support their emotional and academic needs. The proportion of pupils eligible for additional government money allocated for pupils who are at risk of not doing as well as their classmates (known as the pupil premium funding) is almost half of all pupils and well above the national average. There are many different home languages represented at Fenstanton School. Just under two thirds of pupils have a first language that is not English. The proportion of pupils starting or leaving the school at times other than at the start of an academic year is higher than average. The school meets the government’s floor standards, which set the minimum expectations for pupils’ attainment and progress in English and mathematics. The school has a three-form entry. There are two Nursery classes and three Reception classes, forming the Early Years Foundation Stage. The three Year 6 classes have relocated to Kingswood Primary School upper site while a new school is being built. This will open in April 2013. On 1 March 2012, Lambeth local authority and the governing body of Fenstanton invited the Gipsy Hill federation to take on the leadership and management of the school. The school was placed in special measures later that month and this was the second monitoring inspection visit. The current headteacher took up post in September 2012.

Summary of key findings for parents and pupils

This is a good school All pupils are learning at a rapid rate. Achievement is good in all year groups and at times outstanding. The children in the Nursery and Reception classes receive an outstanding experience that meets all their needs as they grow up. As a result, they make outstanding progress. The appointment of outstanding teachers has dramatically improved the teaching of literacy and numeracy and the teaching for pupils with special educational needs. Rigorous and regular checks on how well pupils are learning and how well teachers are teaching, coupled with staff training, have secured good teaching across the school. Subject leaders provide good guidance to teachers in planning lessons and marking pupils’ books, and check this is working. The headteacher, the executive headteacher of the Gipsy Hill federation, governors and staff work very hard together as an effective team to improve the school. There is no room for complacency but plenty of support to help teachers and pupils do their best. The aims of the school are clear to all. Pupils expect to achieve well and work hard to reach this goal. They know what they have to do to achieve highly. Pupils behave well in and out of lessons. Parents and carers are pleased with what the school is now providing and how it keeps their children safe. It is now a school of choice. The local authority has provided good support to help remove the barriers to improvement. It is not yet an outstanding school because : Not enough teaching is outstanding. Parents and carers are not sufficiently involved in helping plan for the school’s journey to outstanding. Not enough detail is provided in leaders’ analysis of pupils’ progress to help measure the full impact of teaching on learning and the effectiveness of action to develop the school further.