|Name||Furzedown Primary School|
|Ofsted Inspection Rating||Good|
|Inspection Date||06 June 2013|
|Address||Beclands Road, Tooting, London, SW17 9TJ|
|Religious Character||Does not apply|
|Number of Pupils||422 (54% boys 46% girls)|
|Number of Pupils per Teacher||18.1|
|Percentage Free School Meals||9.1%|
|Percentage English is Not First Language||34.1%|
|Pupils with SEN Support||17.8%|
|Catchment Area Information Available||Yes, our catchment area data is FREE|
|Last Distance Offered Information Available||No|
Information about this school
This is a larger-than-average size primary school. The proportion of disabled pupils and those with special educational needs supported through school action is slightly above the national average. The proportion supported through school action plus or with a statement of special educational needs is slightly lower than the national average. The proportion of pupils for whom the school receives the pupil premium, which is additional funding for looked after children, pupils known to be eligible for free school meals and children of service families, is just above the national average. No pupils in the school are from service families. The school serves a diverse community. Over two thirds of pupils are from minority ethnic backgrounds, whereas nationally the figure is just over a quarter. Fourteen different ethnic groups are represented in varying proportions. Over a third of pupils speak English as an additional language, more than double the national average. A number of these are at the early stages of learning English. The school meets the government’s current floor standards, which set the minimum expectations for pupils’ attainment and progress. The school holds a number of awards, including UNICEF’s Rights Respecting Schools Award, the Gold Artsmark, the Silver Geography Award and the ICT Mark awarded by NAACE (the National Association of Advisors for Computers in Education).
Summary of key findings for parents and pupils
This is a good school. Pupils achieve well. They make good progress from starting points that are below those expected for their age to reach average standards in English and mathematics at the end of Year 6. Teaching is good. Measures for identifying what will help teachers improve their practice are rigorous. Teachers are offered valuable support which they embrace because they are committed to improving the outcomes for the pupils. Teachers plan activities at the right level for pupils so they are not too easy or too hard. New technology is used well and teachers ensure there are links between subjects which support pupils’ learning. Pupils’ behaviour is good. Playtimes are exceptionally harmonious. Pupils enjoy the wide range of activities on offer. Responsibilities such as being a ‘bully buddy’ are taken very seriously. Relationships between members of the school community, teachers, pupils and parents and carers, are a positive feature and contribute to pupils developing strong personal and social skills. The headteacher leads the school effectively. She has created a strong team which has worked together exceptionally well to bring about the improvements in teaching and pupils’ achievement seen since the previous inspection. The leadership of the governing body has improved since the previous inspection. It is now increasingly effective in both supporting and holding staff to account for meeting the high expectations set. Pupils’ spiritual, moral, social and cultural development is promoted exceptionally well, underpinned by strong relationships and a highly inclusive community. It is not yet an outstanding school because: Not enough teaching is outstanding to ensure all pupils make and sustain rapid progress throughout year groups. In some lessons, pupils are not given the opportunity to develop independent thinking and learning skills and this hinders their progress. Sufficient time is not always built in to the school day for pupils to respond to the detailed comments teachers make in books which limits how much impact marking has on progress. Teaching assistants and support teachers are not always used effectively during the part of the lesson where the teacher is addressing the whole class.