|Name||Fossebrook Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||01 May 2019|
|Address||Holmfield Avenue West, Leicester Forest East, Leicester, Leicestershire, LE3 3FF|
|Religious Character||Does not apply|
|Number of Pupils||170 (59% boys 41% girls)|
|Academy Sponsor||Discovery Schools Academies Trust Ltd|
|Percentage Free School Meals||5.3%|
|Pupils with SEN Support||7.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Fossebrook Primary opened in August 2016. The headteacher was appointed prior to the school’s opening. When the school opened, there were 40 pupils on the school roll. The oldest pupils in the school are currently in Year 4. The school is sponsored by the Discovery School’s Academic Trust. The trust delegates some of its responsibilities to the local advisory board, through its scheme of delegation. The majority of pupils at the school are White British. The proportion of pupils who speak English as an additional language is above the national average. The proportion of pupils who are disadvantaged is below the national average for primary schools. The proportion of pupils with SEND is close to the national average for primary schools.
Summary of key findings for parents and pupils
This is a good school The headteacher is a very effective leader. With the support of the trust, she has successfully secured good teaching and learning in this recently opened school. Parents and carers are positive about all aspects of the school. They love having a local school and praise the quality of teaching and care their children receive. Children in early years make outstanding progress. Leadership and teaching in the Reception Year are highly effective. An above-average proportion of children exceed the early learning goals expected by the end of Reception. Pupils in Years 1 and 2 are making good progress. They show good skills when reading, writing or completing work in mathematics lessons. Pupils in Years 3 and 4 are also making good progress. However, their writing skills are lower than they should be for their ages. Errors in their spelling, grammar and punctuation detract from the overall quality of their work. Effective training and support are improving the quality of mathematics teaching. However, in some lessons, lower attainers do not fully understand the tasks they are set. Pupils’ reasoning skills are not as strong as they should be. The curriculum is well planned. It ensures that pupils develop knowledge, skills and interest effectively in a broad range of subjects as they move through the school. The recently appointed leaders of English and mathematics are quickly growing into their roles as subject leaders. They are now ready to drive improvement in these areas and be held accountable for the impact of their work. Pupils with special educational needs and/or disabilities (SEND) make good progress because they receive effective teaching in lessons and helpful additional support. Pupils’ personal development is outstanding. They embody the school’s aim that pupils will be ‘happy, inquisitive children, who love learning’. Pupils’ behaviour is outstanding. They are friendly and kind to one another. They are proud of their school and their behaviour reflects this. Pupils, parents and staff all agree that the school is a safe place to learn and play.