|Name||Fitzjohn’s Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||18 November 2014|
|Address||86A Fitzjohn’s Avenue, London, NW3 6NP|
|Religious Character||Does not apply|
|Number of Pupils||227 (49% boys 51% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||4.4%|
|Percentage English is Not First Language||65.2%|
|Pupils with SEN Support||15%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
Fitzjohn’s Primary is an average-sized school. Pupils are from a wide range of ethnic heritages, with approximately a quarter from a White British background. The proportion of pupils who speak English as an additional language is much higher than the national average. The proportion of disadvantaged pupils is much lower than the national average. The percentage of disabled pupils and those who have special educational needs is below average. A much higher proportion of pupils leave or join the school at other than the usual times. Since the previous inspection a number of new leaders and teachers have joined the school. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress in reading, writing and mathematics by the end of Year 6.
Summary of key findings for parents and pupils
This is a good school. Both the headteacher and deputy headteacher are totally committed to providing equality of opportunity and inclusion for all pupils. This is shared by all staff and the governing body. As a result, all groups of pupils make good and sometimes rapid progress in reading and mathematics. Attainment in these subjects is consistently above average. Pupils behave well. They feel very safe. The school can demonstrate how those pupils who find learning and working with others difficult make outstanding gains in their personal development. Attendance has improved and is now above average. Leaders, including governors, know what the school does well and what needs to be done to improve further. This secures continuous improvement in the quality of teaching and pupils’ achievement. Teaching is never less than good. Teachers know their pupils well and plan relevant activities which provide the right level of difficulty for all ability groups. Pupils’ progress is rigorously checked. Those who are not making the progress they should get help very quickly. Children make exceptional progress in all areas of learning in the early years. It is not yet an outstanding school because: Progress in writing is not consistently good for all groups of learners. Too few pupils make rapid gains in their learning, particularly the most able. Targets are not always sufficiently demanding. Marking does not always refer to the progress pupils make towards their targets. Some pupils are ready to get on with their work but are not always able to do so. As a result, these pupils become restless and their learning slows.