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Fox Primary School , Kensington Place, London, W8 7PP
Does not apply
Number of Pupils
Kensington and Chelsea
Highlights from Latest Inspection
What is it like to attend this school?
This is an exceptional school. Leaders' relentless focus on providing the highest possible quality of education enables all pupils in the school to excel. Pupils are hard-working, passionate and highly articulate.
Leaders have extremely high expectations for pupils, including those with special educational needs and/or disabilities (SEND). This enables all pupils to achieve very highly. There is a strong sense of community in the school.
This includes for parents and carers who can attend the morning coffee shop and are regularly invited into the school. Staff have built extremely positive relationships with pupils. They know the pupils very well which ensures they ar...e kept safe.
Leaders have created a calm, orderly and welcoming environment. Pupils are extremely happy here. Behaviour is exemplary during lessons and around the school site.
Pupils all take part in a very broad range of wider opportunities. Every pupil represents the school in a sporting competition by the time they reach Year 6. Pupils also attend a range of clubs, including street dance, cartoon club and choir.
Pupils contribute to the school community in a variety of ways, including working on the school allotment, joining the school council and supporting younger pupils with reading.
What does the school do well and what does it need to do better?
Leaders' curricular thinking is highly developed and ambitious for all, including pupils with SEND. The curriculum is designed to build knowledge over time.
This enables all pupils to learn and embed new concepts and vocabulary quickly.
Teachers have very strong subject knowledge. Highly effective training is in place to ensure staff have expertise across all curriculum areas.
Teachers check for pupils' understanding systematically and address any misconceptions quickly. This helps pupils to produce work of extremely high quality. In Reception, teachers are highly skilled at ensuring children develop their communication skills.
This includes regularly checking of and developing the children's use of vocabulary.
Staff receive extensive training and use a range of strategies to ensure pupils with SEND achieve exceptionally well. Leaders swiftly identify any additional needs pupils may have and ensure bespoke support is put in place.
Leaders place a strong emphasis on pupils' learning to read from the very start of Reception. Staff are trained effectively so that phonics teaching has a high level of consistency. They continuously monitor and assess pupils to ensure they swiftly identify any pupils falling behind.
Staff provide precise and highly effective support so that these pupils catch up and keep up. This helps pupils to read with fluency and confidence.
Teachers read to pupils every day.
They choose a wide range of high-quality texts. Pupils demonstrate a huge passion for reading. Staff encourage pupils to take a wide variety of books home to read.
They make sure that books for pupils at the early stages of reading are well matched to their phonic ability.
Pupils have extremely positive attitudes to learning. They are highly focused and engaged during lessons.
In early years, children are motivated and share and cooperate well with each other. Leaders ensure that attendance is high. They have robust procedures in place and work closely with parents to support pupils to attend school regularly.
Leaders have developed a thoughtful and well-planned personal development programme that is rooted in the values of the school. This helps pupils to develop a thorough understanding of how to stay safe and healthy. Pupils all have access to a rich set of wider opportunities.
Staff plan many outings for pupils which help to develop their learning. These include visits to museums, concerts and places of worship. All pupils in the school have access to instrumental music lessons.
There are also a range of performance opportunities, including productions, a jazz workshop and school concerts.
Leaders prioritise the health and welfare of their staff. They minimise workload and put on a number of well-being activities for staff.
Leaders have developed an exceptional professional development programme. This provides bespoke training for all staff. The impact of this training is effectively tracked to ensure this leads to sustained and continuous improvement in the quality of education.
The governing body understands the strengths and priorities of the school and carries out its role effectively. It has a clear strategic vision and provides appropriate challenge and support to leaders.
The arrangements for safeguarding are effective.
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