|Name||Fossdene Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||05 October 2011|
|Address||Victoria Way, Charlton, London, SE7 7NQ|
|Religious Character||Does not apply|
|Number of Pupils||393 (49% boys 51% girls)|
|Number of Pupils per Teacher||19.6|
|Percentage Free School Meals||22.7%|
|Percentage English is Not First Language||56.2%|
|Pupils with SEN Support||18.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about the school
Fossdene Primary is an average-sized primary school. The proportion of pupils from minority ethnic backgrounds is well above average. The largest group of pupils is of White British heritage. The proportion of pupils that are learning English as an additional language is well above average. The proportion of pupils known to be eligible for free school meals is also well above average. The percentage of pupils who have special educational needs and/or disabilities is above average; predominantly, these pupils have moderate learning and speech, language and communication difficulties.
Fossdene Primary is a good school. The warm and welcoming environment, alongside the good care, guidance and support, ensures pupils feel safe, behave well and have very positive attitudes to their learning. Pupils enjoy school and achieve well and, consequently, their attendance is improving rapidly and persistent absence has reduced significantly. The comments of two parents and carers, ‘I couldn’t be happier’ and ‘It’s a brilliant school’, reflect the views of the vast majority. Children in the Early Years Foundation Stage get off to a good start in the Nursery because induction procedures are effective and their needs are swiftly identified and well met. That said, the quality of teaching and provision is not consistent in this part of the school and the lack of an outdoor environment for children in the Reception classes reduces opportunities for children to always maximise their learning. Pupils continue to make good progress through the school so that their attainment in reading, writing and mathematics is broadly average and improving quickly by the end of Year 6. However, there is some small variation in rates of progress from class to class. Teachers have good subject knowledge, use questioning well to check understanding and deploy teaching assistants to good effect. Pupils with special educational needs and/or disabilities receive good support in lessons and in intervention groups so that they make similar rates of progress to their peers. However, some higher attainers are not always sufficiently challenged in some lessons and, as a result, do not consistently always achieve the levels of which they are capable. Where teachers have high expectations, as they do in the vast majority of lessons, all pupils are challenged effectively with activities well tuned to the differing abilities in the class. Teachers’ marking is generally accurate and punctual but is not always used to accelerate learning, increase challenge or develop greater independence for all pupils. Pupils value the range of activities the good curriculum offers them, especially in art, music and sport. They participate in lessons, in after-school activities and at play times with enthusiasm and show respect for each other. Pupils make a valuable contribution to the life of the school, to a range of charities and in establishing links with different community groups, both locally and internationally. Their strong sense of justice, fairness and respect ensures that they work in a harmonious and cohesive school community. As one pupil rightly commented, ‘It’s a really nice school because : we are all polite and generous.’ The good leadership of the headteacher has ensured that the school has improved further since the previous inspection. For example, through her focused drive to improve writing across the school, levels of attainment are rising steadily and are now broadly average. The recent appointment of a deputy headteacher and a literacy coordinator is beginning to bring added strengths to the leadership team and the school has set itself a challenging agenda for further improvement. The school’s self-evaluation is accurate and middle leaders are developing the skills and experience to track the impact of teaching on pupils’ progress and attainment effectively. Taking into account key improvements since the previous inspection, especially in writing, consistently good or better and improving outcomes, the school demonstrates good capacity to sustain further improvement.