|Name||Foulsham Primary School Academy|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 March 2020|
|Address||High Street, Foulsham, Dereham, Norfolk, NR20 5RT|
|Religious Character||Does not apply|
|Number of Pupils||86 (41% boys 59% girls)|
|Number of Pupils per Teacher||15.4|
|Academy Sponsor||Synergy Multi Academy Trust|
|Percentage Free School Meals||28.4%|
|Percentage English is Not First Language||7%|
|Pupils with SEN Support||10.5%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
What is it like to attend this school?
Pupils are proud of their small village school. They talk enthusiastically about their experiences and learning. Pupils and parents are positive about the range of activities and educational trips offered, which are outlined in the ‘Foulsham Passport’.
Pupils behave well in lessons and around the school. They want to learn. Pupils are respectful to staff and one another. Most pupils say that bullying is rare. They are confident that adults will deal with problems effectively. They feel happy and safe in school.
Staff have high expectations of pupils and what they should achieve. Pupils want to do their best. They concentrate and work hard in lessons. Pupils are confident learners.
Pupils have many opportunities to take part in different sporting activities. In every year group, pupils learn to play musical instruments such as the ukulele or glockenspiel.
Pupils are keen to take on responsibilities, such as being a lunchtime helper. They contribute towards decisions about how to improve the school environment.
What does the school do well and what does it need to do better?
Leaders work closely with staff from the trust, developing and improving the quality of education. Pupils experience a thoughtfully designed curriculum that is being delivered well.
Leaders have carefully planned what pupils learn in reading, writing and mathematics. They have provided staff with the training and skills needed to deliver the curriculum in these subjects. Leaders use the expertise from the trust to continue improving staff’s knowledge and skills. Recently, the school joined a local authority project which focuses on improving the curriculum provision in small schools.
Staff effectively use assessment information in reading, writing and mathematics to plan learning that helps pupils achieve better. This has improved the quality of education for pupils, especially in key stage 2. However, in other subjects, teachers do not routinely check what pupils know and need to learn next. Teachers are not able to adapt learning activities as well as they could so that pupils achieve even more.
Leaders make sure that learning to read and write well is a priority for all pupils. Staff are appropriately trained and ensure that the teaching of reading is of highquality. Children learn to read from the moment they start school. Staff choose books that help children gain their reading skills quickly and well. Teachers correctly identify pupils who begin to fall behind in either reading or writing. They provide appropriate help, so these pupils can catch up. The impact of leaders’ improvements can be seen in the quality of pupils’ written work in their books.
Pupils in key stage 2 have not been progressing as well as they should in mathematics. Leaders’ improvements to the mathematics curriculum are now reaping rewards. Pupils demonstrate secure understanding in lessons. There is still more to be improved. Pupils are not provided with sufficient opportunities to develop their reasoning skills. Those pupils who have the ability to achieve even more are not provided with enough opportunities to show what they know and can do.
Leaders are ambitious for all pupils. Pupils with special educational needs and/or disabilities (SEND) participate in all aspects of school life. Staff provide effective support to pupils with SEND. These pupils achieve well. Leaders work closely with families and external agencies to meet pupils’ individual needs.
The school recently received a well-being and mental health award. Leaders use their new pupils’ well-being forum to help pupils increase their understanding of physical and mental health. Staff organise exciting trips and visits to bring the curriculum to life and expand pupils’ life experiences. Pupils have a good understanding of fundamental British values, such as democracy. They learn about different cultures and sensitively discuss the beliefs of others.
Governors and trust members provide a good balance of challenge and support for senior leaders. Staff are extremely proud to work at the school. They agree that leaders ensure that their workload and well-being are thoughtfully considered.
Leaders understand what children need to learn in the early years. Children start well in the Reception class. Staff provide children with a secure foundation that prepares them well for Year 1. Staff have high expectations of children’s behaviour. Activities are planned well, both indoors and outside. Children are confident and curious learners who achieve well.
The arrangements for safeguarding are effective.
Leaders and staff take good care of pupils. They all receive regular safeguarding training. Staff know what to do if they are worried about a child and how to record their concerns. Leaders deal with any concerns swiftly. They use appropriate external professionals so that pupils receive the help they need.
Governors and trust members understand their legal duties to keep pupils safe. They carry these out effectively. They ensure all staff are suitable to work with children.
Pupils learn to be safe, in an appropriate way for their age. This includes when using the internet.
What does the school need to do to improve?
(Information for the school and appropriate authority)
Leaders have considered the planning and delivery of the curriculum. However, assessment is not developed as well in other subjects as it is in English and mathematics. Leaders should ensure that teachers check what pupils know and remember and plan lessons which enable all pupils to make good progress in all subjects. . Leaders have improved the curriculum in subjects such as mathematics. Pupils, especially those who have potential to achieve even higher, do not receive enough opportunities to show how much they know and understand in mathematics. Leaders need to ensure that staff have the knowledge and skills to effectively develop pupils’ reasoning skills, so that all pupils, especially the most able, achieve the best that they can.