Fleet Primary School


Name Fleet Primary School
Website http://www.fleet.camden.sch.uk/
Ofsted Inspection Rating Good
Inspection Date 02 February 2012
Address Fleet Road, London, NW3 2QT
Phone Number 02074852028
Type Primary
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 228 (45% boys 55% girls)
Number of Pupils per Teacher 17.3
Local Authority Camden
Percentage Free School Meals 32%
Percentage English is Not First Language 56.1%
Persisitent Absence 10.2%
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.

Key findings

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.