|Name||Fryent Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||12 February 2019|
|Address||Church Lane, Kingsbury, London, NW9 8JD|
|Religious Character||Does not apply|
|Number of Pupils||752 (53% boys 47% girls)|
|Number of Pupils per Teacher||17.4|
|Percentage Free School Meals||10.8%|
|Percentage English is Not First Language||82.2%|
|Pupils with SEN Support||11.3%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||Yes|
Information about this school
This is a much larger than average-sized primary school. It has three forms of entry in key stage 1 and four forms of entry in key stage 2. The school has an early years foundation stage, which is made up of two part-time Nursery classes and four Reception classes. The proportion of pupils with SEND who have an education, health and care plan is much higher than average. Pupils with autism spectrum disorder are referred to the school’s specialist resource base. There are currently 21 pupils using this provision. Most of them are aged three to seven. Other pupils with SEND are educated within mainstream classes. The proportion of pupils with SEND who do not have education, health and care plans is in line with the national average. The school’s population comprises pupils from a wide variety of ethnic backgrounds. The proportion of pupils who speak English as an additional language is much higher than average. The mobility of pupils is higher than average. The proportion of disadvantaged pupils is average compared to other schools nationally. A breakfast and after-school club are managed by a private company, overseen by the school.
Summary of key findings for parents and pupils
This is a good school Since the last full inspection, leaders and governors have overcome the challenges of the school’s expansion and staffing issues to maintain a good quality of education. Leaders and governors have accurately identified the school’s priorities and have secured improvements in reading and writing. Teaching and learning are good. Best practice is shared, and leaders ensure that the quality of assessment is good. Teachers value the high-quality professional development they receive to improve their practice. New assessment systems provide an accurate picture of how all pupils are achieving. This leads to well-timed support for pupils who are falling behind. Pupils with education, health and care plans are supported well and make good progress from their starting points. In some year groups, low-attaining pupils’ work is not planned sufficiently well to help them develop their writing skills. The quality of provision in the early years foundation stage is good. Children make accelerated progress from their starting points because adults know them well, planning exciting learning experiences that develop their literacy and numeracy skills. Literacy and numeracy are taught well across the wider curriculum. Pupils’ knowledge and skills are taught to greater depth. However, the depth of pupils’ knowledge is not consistent across all subjects. Pupils’ spiritual, moral, social and cultural development is good. Pupils are taught to be good citizens and help others who are less fortunate than themselves. Safeguarding is effective. Pupils feel safe at school and know how to keep themselves safe in the wider community.