|Name||Fircroft Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 February 2012|
|Address||Fircroft Road, Tooting Bec, London, SW17 7PP|
|Religious Character||Does Not Apply|
|Number of Pupils||403 (50% boys 50% girls)|
|Number of Pupils per Teacher||16.9|
|Percentage Free School Meals||11.1%|
|Percentage English is Not First Language||23.1%|
Information about the school
This school is larger than the average-sized primary school. The proportion of pupils known to be eligible for free school meals is just below average. Almost three quarters of the pupils attending the school come from a range of minority ethnic heritages and the proportion of pupils who speak English as an additional language is more than double the national average. The proportion of pupils identified as being disabled or having special educational needs is broadly average. Children in the Early Years Foundation Stage are taught in a Nursery class and in three Reception classes, reflecting a recent increase in the school roll. The school’s expectation is that it will revert to two Reception classes in September 2012. The school exceeds the government’s current floor standard for pupils’ attainment and progress. The school holds the Basic Skills Quality Mark and the Healthy Schools status. There is a breakfast club and an after-school club on the school site, neither managed by the governing body.
This is a good school. Judged to be good at the time of the previous inspection, it has continued to build upon its strengths. Parents and carers are very positive about the school, a typical comment being, ‘My children are incredibly happy here, and are thriving academically and socially.’ Good teaching and pupils’ positive attitudes towards learning ensure that all groups of pupils, whatever their backgrounds or level of ability, achieve well. By the age of 11, attainment is generally above the national average. The fastest progress is in mathematics, which has benefited from an extensive range of strategies to support pupils’ learning and the use of high quality resources. Reading and writing do not yet benefit from the same level of support or resourcing, and pupils’ progress in these skills is less rapid, although it is improving. High-quality support ensures that pupils identified as being disabled or having special educational needs, and those at an early stage of learning English, not only do well academically but are also happy and settled in school. Strengths in teaching include the very effective use of assessment, marking and use of pupil targets which give pupils clear indications of how they can improve their work. Sometimes the teaching is outstanding, but best practice is not yet spread consistently across all teachers in the school, so that in a minority of lessons pupils do not achieve as well as they might, particularly in English. Behaviour is usually good both in lessons and around the school. Pupils feel very safe and they get on very well with each other. Leadership and management at all levels are good. Governors and staff share the same determination to build on the school’s existing strengths. The headteacher has high expectations, which are reinforced by accurate self-evaluation, rigorous monitoring and good strategic planning for improvement.