|Ofsted Inspection Rating||Good|
|Inspection Date||16 January 2019|
|Address||Byng Road, Barnet, Hertfordshire, EN5 4NR|
|Religious Character||Does not apply|
|Number of Pupils||313 (56% boys 44% girls)|
|Number of Pupils per Teacher||21.8|
|Percentage Free School Meals||0.6%|
|Percentage English is Not First Language||35.8%|
|Pupils with SEN Support||2.2%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
Foulds is a larger-than-average-sized primary school. The children in the early years are taught in two Reception classes. The proportion of pupils from ethnic minority backgrounds is broadly average. The proportion of pupils who speak English as an additional language is among the top 20% of schools, nationally. The school is in the lowest 20% of areas of deprivation, nationally.
Summary of key findings for parents and pupils
This is a good school The headteacher provides strong and dynamic leadership. She and her leaders evaluate the school’s effectiveness with clarity and accuracy. Following two years of average progress in reading and mathematics, and below average progress in writing, there are now signs of improvement. Pupils with special educational needs and/or disabilities (SEND) make strong progress from their starting points. Teachers and support staff are skilled in helping pupils to develop their understanding in mathematics and reading. The quality of writing is not as strong. They do not acquire the skills of writing in steady and progressive steps. Safeguarding is effective. There is a strong culture of safeguarding across the school community. The school is a safe place to learn and develop. Pupils behave extremely well. They are unfailingly friendly, respectful and polite. The curriculum is broad, balanced and effective in contributing to pupils’ academic progress. It is enhanced by a wide variety of inclusive extra-curricular clubs and activities. These enrich pupils’ spiritual, moral, social and cultural development. Leaders help pupils to progress well through making effective use of teachers’ expertise in certain subjects, such as physical education (PE) and French. Leaders responsible for the early years provide a range of interesting and varied activities to stimulate and engage children’s interests. Children enjoy their learning. They develop positive learning habits, as well as the social skills they need to help them form friendships. Parents, carers, staff and pupils are overwhelmingly positive about the school, its leadership, its values and its contribution to the pupils’ education.