|Name||Fleecefield Primary School|
|Ofsted Inspection Rating||Requires improvement|
|Inspection Date||24 January 2018|
|Address||Brettenham Road, London, N18 2ES|
|Religious Character||Does Not Apply|
|Number of Pupils||466 (54% boys 46% girls)|
|Number of Pupils per Teacher||17.3|
|Academy Sponsor||Children First Academy Trust|
|Percentage Free School Meals||29.9%|
|Percentage English is Not First Language||85%|
Information about this school
Fleecefield is a larger-than-average primary school. The early years provision has two part-time Nursery classes and two Reception classes. The school is part of an informal partnership of five local schools who work in collaboration. One of the deputy headteachers has been seconded from one of the partnership schools. The school has a mobile population with pupils joining and leaving the school at different points throughout the year. The proportion of disadvantaged pupils who are eligible for pupil premium funding is larger than average. Pupils come from a diverse range of backgrounds and a high proportion of them speak English as an additional language. The proportion of pupils who have SEN and/or disabilities is above average. The school meets requirements on the publication of specified information on its website. At the time of the inspection, the school did not have information about their sports funding on the website, but this was rectified during the inspection.
Summary of key findings for parents and pupils
This is a school that requires improvement Since the previous inspection, pupils’ outcomes have declined and leaders have not maintained a good standard of education across the school. The quality of teaching, learning and assessment, including in the early years, is inconsistent. As a result, pupils who are currently at the school make variable progress in phonics, reading, writing and mathematics. The school’s system for tracking pupils’ progress does not help leaders to evaluate the progress of different groups of pupils, particularly disadvantaged pupils. Leaders and governors do not regularly or incisively analyse the impact of pupil premium funding on pupils’ progress. Records related to behaviour are not monitored rigorously enough. Leaders of the early years lack precision in their evaluation of children’s starting points when they join the school. They lack rigour in charting the progress that cohorts of children make in all the areas of learning. Middle leaders are committed to improving pupils’ outcomes but the checks they make on the quality of teaching do not focus sharply enough on this. The school has the following strengths The headteacher, governors and senior leaders have an accurate picture of what they need to do to improve the school. Leaders have been effective in rapidly improving pupils’ attendance rates this year. Leaders responsible for provision for pupils who have special educational needs (SEN) and/or disabilities are strong, effective and ensure that this aspect of the school’s work is good. Pupils are friendly, polite young British citizens who have a positive attitude to learning and to school. They behave well and work hard. Parents have a positive view of the school. Pupils are kept safe at school. Staff care deeply about them. Positive relationships underpin the school’s work. The curriculum gives pupils experience of a full range of subjects and provides well for pupils’ spiritual, moral, social and cultural development.