|Name||Fulbourn Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||09 November 2011|
|Address||School Lane, Fulbourn, Cambridge, Cambridgeshire, CB21 5BH|
|Religious Character||Does Not Apply|
|Number of Pupils||308 (51% boys 49% girls)|
|Number of Pupils per Teacher||22.7|
|Percentage Free School Meals||5.8%|
|Percentage English is Not First Language||14.3%|
Information about the school
Fulbourn is a smaller-than-average school and the majority of pupils are from White British background. A few pupils are from minority ethnic heritages and a few speak English as an additional language. The proportion of pupils with special educational needs and/or disabilities is higher than that found nationally. The proportion of pupils known to be eligible for free school meals is lower than found nationally. There are two classes for Reception children in the Early Years Foundation Stage and one of these is shared with Year 1 pupils. All other classes in the school are also for mixed age groups. The school has achieved national Healthy School status. The two joint headteachers, who work in a close partnership, share responsibilities for the post equally. The Fulbourn Pre-School and Lime Trees Club share the school site, but are not managed by the governing body and are subject to a separate inspection.
Fulbourn provides a good quality of education. A significant feature of the school is the outstanding care, guidance and support provided for all pupils so they grow in confidence. Pupils show very good attitudes to their learning and enjoy school, as shown by their above average attendance. Pupils with special educational needs and/or disabilities and those who speak English as an additional language also make good progress because their needs are quickly and accurately assessed and they receive well targeted learning support. Pupils’ know how to keep safe, they have a good understanding of what is involved in leading a healthy life and join in sports activities eagerly. Links with parents and carers are good and they are pleased with all that the school provides. One parent, typical of many, said of the school, ‘It is excellent. The staff are all kind and caring and each child is respected as an individual. The focus on each child’s achievement and happiness is fantastic.’ Children enter Reception with a range of skills but are weaker in language, communication and their understanding of numbers. They make good progress in developing these skills in the Reception year and move to Year 1 with skills and abilities that are similar to those expected nationally. Pupils make good progress through the school and, by the time they reach Year 6, their attainment is above average. In 2011, the school’s performance at the end of Year 6 was influenced by pupils who joined during that year and who, despite making good progress, did not reach the same above average levels of attainment as their peers. As a result of a careful focus on making writing tasks more interesting the progress made by boys has improved and is now good. Pupils’ progress is monitored carefully and this information is used with growing skill by teachers to plan lessons that challenge pupils of all abilities well. Clear targets are set to help guide them and pupils say they find these very helpful. The curriculum has been reviewed and now links subjects very creatively to provide interesting lessons. The joint headteachers work efficiently in a complementary partnership. They have united all staff in their ambitious drive to secure continuing improvement in the school. Priorities for improvement are accurately identified and new developments are closely monitored to ensure their effectiveness. The careful monitoring of teaching and learning by the headteachers is now beginning to be shared with middle and subject leaders, to ensure that the small element of satisfactory teaching is improved. Members of the governing body know the school well through their regular visits, and offer good challenge and support in equal balance. Development points from the previous inspection have been robustly addressed. Safeguarding arrangements are good. Pupils are involved well in their local community and are beginning to extend their awareness of the diversity of the multicultural society of the United Kingdom. The school recognises that pupils’ understanding of the richness of other cultures around the world is not as strong. Pupils’ sustained good achievement, well-focused leadership and management, continued development based on secure self-evaluation and the meeting of clear and ambitious targets mean that the school has a good capacity for further improvement.