Foxfield Primary School

Name Foxfield Primary School
Ofsted Inspection Rating Outstanding
This inspection rating relates to a predecessor school. When a school, converts to an academy, is taken over or closes and reopens as a new school a formal link is created between the new school and the old school, by the Department for Education. Where the new school has not yet been inspected, we show the inspection history of the predecessor school, as we believe it still has significance.
Inspection Date 29 September 2015
Address Sandbach Place, London, SE18 7EX
Phone Number 02032607500
Type Academy
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 710 (50% boys 50% girls)
Number of Pupils per Teacher 19.1
Academy Sponsor Inspire Partnership Academy Trust
Local Authority Greenwich
Percentage Free School Meals 26.4%
Percentage English is Not First Language 45.4%
Persisitent Absence 5.3%
Pupils with SEN Support 16.6%
Catchment Area Information Available Yes, our catchment area data is FREE
Last Distance Offered Information Available No

Information about this school

With the Nursery and three Reception classes, the school is much larger than the average-sized primary school. The school offers 100 part-time places for children in the Nursery. Since the previous inspection, the number of pupils on roll has increased and the school is oversubscribed. There are now three classes in each year group. The school serves an ethnically diverse community. The three largest groups are from White British background, Black African and any other White background. The proportion of pupils who speak English as an additional language is above average. The proportion of disabled pupils and those with special educational needs is similar to the national average. The proportion of pupils supported through the Education Health Care Plan is above the national average. The proportion of pupils known to be eligible for the pupil premium is well above average. This is additional government funding that is provided for pupils known to be eligible for free school meals or who are looked after. When the school was inspected in May 2014, it was judged to require special measures. Inspectors made three monitoring visits in September 2014, February 2015 and September 2015 to evaluate the school’s progress in addressing the weaknesses identified in the report. Several weeks before the previous inspection, an executive headteacher, a National Leaders of Education from Woodhill Primary, an outstanding school, was appointed to support the school. He remained in post after the inspection. A new head of school, also from an outstanding school, was appointed to the substantive post in June 2014. Key senior staff and governors from Woodhill Primary School joined the executive headteacher to provide additional support. Following the inspection, there was a high turnover of staff. The school now has a stable and experienced group of staff. The school’s partnership with Woodhill Primary School has led to the formation of Inspire, a network of schools that seek to raise the aspirations of pupils in challenging circumstances. The school has a specialist support unit, The Harbour, which caters for the needs of a few pupils with autistic spectrum disorders. The school runs a breakfast club and after-school club during term time. The school exceeds the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress.

Summary of key findings for parents and pupils

This is an outstanding school The unique leadership of the executive headteacher and headteacher underpins the school’s rapid and sustained progress. They have worked with other senior and middle leaders, including the governing body to inspire staff. The headteachers have gained their commitment to developing a new culture of high expectations and achievement. Senior leaders are forward-looking. Their planning is calculated to build capacity and sustain improvement. As a result, the school is used as a beacon of excellence, locally and nationally. The governing body is formidable. They know the strengths and relative weaknesses of the school and do not allow it to slide. Exemplary systems have been introduced and developed to ensure that the school’s improvement continues. As a result, the quality of teaching is exemplary and pupils make outstanding progress from a low base. Professional development, action research and extensive monitoring means that teachers are progressive in supporting and developing pupils’ learning. Highly effective procedures for assessing pupils’ progress means that work and resources are consistently tailored to the needs of individuals and groups. A deliberately designed curriculum that is rich and innovative stimulates pupils to learn very well. The school community is strong, and the work with parents and other partners to promote learning is outstanding. Pupils are confident beyond their years because : of the outstandingly good provision for personal development, behaviour and welfare. The school’s approach to safeguarding pupils and preparing them for life in modern Britain is highly effective. These strengths are reflected in the school’s values and reinforce the outstanding provision for pupils’ social, moral, spiritual and cultural development. All of the school’s provision led to a phenomenal rise in pupils performing extremely well in the 2015 national tests. Pupils from early years through to Key Stages 1 and 2 continue to make rapid progress. The emphasis on the Equality Act 2010, and the culture of high expectations, mean that all pupils, particularly disadvantaged pupils, White British pupils, those with special needs, boys and the most able are not allowed to fail.