Fulford School

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About Fulford School


Name Fulford School
Website http://www.fulford.york.sch.uk
Inspections
Ofsted Inspections
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.
Headteacher Mr S Lewis
Address Fulfordgate, Heslington Lane, York, YO10 4FY
Phone Number 01904633300
Phase Academy
Type Academy converter
Age Range 11-18
Religious Character Does Not Apply
Gender Mixed
Number of Pupils 1622 (50.9% boys 49.1% girls)
Number of Pupils per Teacher 19.0
Academy Sponsor South York Multi Academy Trust
Local Authority York
Highlights from Latest Inspection
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.

Main findings

What makes Fulford School an outstanding school is that it manages very successfully to promote both the academic and personal development of all its students. Attainment on entry to the school is above average.

The school receives many able students and good teaching and an outstanding curriculum enable them to achieve high standards. However, the school is equally effective with those students in vulnerable circumstances or have special educational needs and/or disabilities. All are equally welcomed and cared for.

All make at least good progress in academic terms while developing a wide range of personal and social skills. The result is that students are polite, friendly, very keen to learn..., and behave extremely well. As one teacher remarked, they are 'a delight to teach.'

Attainment is consistently well above average at all key stages, including the sixth form. Performance data and evidence from the inspection confirm that progress overall is good. This reflects teaching that is usually good, sometimes outstanding, but also a little uneven in quality across the school.

Senior leaders are aware of this and have established further improvement to teaching as a key priority for the school. Current approaches are proving successful as standards have continued to rise and there is evidence of a more consistent application of policy, for example, in developing learning skills such as leadership and collaboration. The most effective lessons are marked by very strong subject knowledge, excellent relationships and well planned activities that engage students extremely well.

Some teaching observed was less effective at challenging students of different ability and excessive pace sometimes restricted students' ability to consolidate their learning. In subjects including English, high-quality marking and feedback helps students to plan the next steps in their learning. However, marking in a range of other subjects is less effective in enhancing learning.

The curriculum has an academic emphasis. It meets the needs of the students very well and provides them with all the skills they need for university or employment. There is variety at Key Stage 4, with a range of vocational courses available, and the school makes very good use of partnerships to broaden opportunities for students.

A strength of the curriculum is that it is flexible enough to challenge both high-attaining students and those with special educational needs and/or disabilities. The quality of care in the school is also very high. All students are known well and their progress is monitored systematically, with effective intervention where it is needed.

At the heart of the school's success is very effective leadership at all levels. The strength of the senior leadership team is reflected in its involvement in working to support and improve other local schools. The headteacher has established a clear and inclusive vision for the school and developed a strong senior team, supported by an able and thoughtful governing body.

Self-evaluation is secure and accurate. There are effective strategies to develop middle leadership, giving many teachers opportunities to share their good practice and drive forward elements of the school improvement agenda. Senior leaders have been successful in enhancing teaching across departments.

The success of school leadership is seen in the maintenance and improvement of high standards. There is no sense of complacency. As a result, the capacity for further improvement is outstanding.

Information about the school

Fulford School is a larger than average, over-subscribed comprehensive school for students aged 11-19. Most students are of White British background. The proportion of students known to be eligible for free school meals is below average.

There are also below average numbers of students with special educational needs and/or disabilities. The school has an Enhanced Resource Centre for 10 students on the autistic spectrum. The school is a specialist mathematics and computing school and it has a second specialism within the Raising Achievement Partnership Programme.

The school and headteacher have been offering support to several other local schools. At the time of the inspection, the headteacher was still acting as Executive Headteacher and mentor for one of these schools. There is joint provision for sport, recreation and enrichment activities at post-16 level with another local school.

The school has received a number of awards, including the Healthy School status and the Advanced Inclusion award. It is also a centre of excellence for teaching assistants. Students from Year 11 and Year 12 were involved in external examinations over the period of the inspection and no observations of lessons in those two year groups were possible.