|Name||Fleet Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||02 February 2012|
|Address||Fleet Road, London, NW3 2QT|
|Religious Character||Does not apply|
|Number of Pupils||228 (45% boys 55% girls)|
|Number of Pupils per Teacher||17.3|
|Percentage Free School Meals||32%|
|Percentage English is Not First Language||56.1%|
|Pupils with SEN Support||14.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about the school
This is an average-sized primary school with a one-form entry per year. Over half of the pupils come from a wide variety of minority ethnic backgrounds. The proportion of pupils known to be eligible for free school meals is above average. The proportion of pupils with special educational needs and pupils with disabilities is low, although the proportion with a statement of special educational needs is nearer to that found nationally. The school had a subject survey in February 2009 which looked at personal, social and health education. The school meets the current floor standard. The school has two awards reflecting its commitment to promoting healthy eating and active lifestyles.
This is a good school. One pupil, reflecting the views of the majority, remarked that ‘this is a happy and friendly school’ with a ‘strong and caring community’. This is a view also shared by parents and carers. The creative topical approaches to learning permeate through the school. The pupils’ spiritual, moral, social and exceptional cultural awareness is fostered well. As a result, pupils demonstrate good behaviour in lessons and enjoy coming to school, participating fully in the life of the school. Pupils’ achievement is good. Pupils make good progress through the school and by the time they leave reach above-average levels of attainment in English and mathematics. The few gaps in performance between different groups are mostly reducing quickly, although some more able pupils do not generally progress as rapidly as their peers. Teachers have strong relationships with their pupils and provide a range of activities that excite and engage most pupils’ learning. Pupils seize opportunities to collaborate with others. They also work independently and sustain good levels of concentration. This work is generally well matched to the needs of the different groups. However, the teaching and curriculum for higher-ability pupils on occasions lack sufficient challenge. While teachers’ marking is regular, it is sometimes inconsistent in the way it provides guidance to help pupils improve further. The headteacher, ably assisted by senior leaders, has driven improvements since the last inspection, particularly in the curriculum, in teaching and in sustaining pupils’ good achievement. The school’s assessment systems track and monitor attainment levels accurately. However, they do not always help to identify progress made by groups of learners, making it difficult for teachers to use them to inform day-to-day planning of lessons and activities.