Henry Fawcett Primary School

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About Henry Fawcett Primary School

Name Henry Fawcett Primary School
Website http://www.henryfawcett.org.uk/
Ofsted Inspections
Interim Headteacher Mrs Dawn Persad
Address Bowling Green Street, London, SE11 5BZ
Phone Number 02077352764
Phase Primary
Type Community school
Age Range 3-11
Religious Character Does not apply
Gender Mixed
Number of Pupils 232
Local Authority Lambeth
Highlights from Latest Inspection


There has been no change to this school's overall judgement of outstanding as a result of this ungraded (section 8) inspection. However, the evidence gathered suggests that the inspection grade might not be as high if a graded (section 5) inspection were carried out now.

Inspectors are recommending the next inspection to be a graded inspection.

What is it like to attend this school?

Pupils are excited when arriving at school. They greet the staff at the school gates enthusiastically.

There are high expectations of pupils' behaviour at all times. Staff manage behaviour consistently and fairly. They build positive and trusting relationships with pupils.

Pupils would... recommend their school for a number of reasons. These include exciting lessons, supportive staff and the inclusive and diverse community. Teachers support pupils to have a good understanding of how to keep healthy and safe and to spot signs of an unhealthy relationship.

They encourage pupils to learn about road safety and how to manage their finances.

Pupils enjoy their rooftop playground, as well as their garden area. They benefit from a broad range of school visits which help strengthen the curriculum.

Leaders plan regular visits, including to local theatres, museums and parks. Pupils can vote their peers into many roles such as anti-bullying ambassadors, racial justice champions, active travel ambassadors and the school council.

Parents and carers are extremely supportive of the school.

They appreciate all the work staff put into making the curriculum engaging for their children. Parents are also grateful for the personalised support they receive from school leaders.

What does the school do well and what does it need to do better?

Leaders ensure that the curriculum is exciting, diverse and relevant to pupils.

Typically, they have sequenced the curriculum from early years through to Year 6 carefully. In some subjects, leaders identify the core knowledge that they want pupils to know and remember. This is not the case across all subjects.

In history, for example, leaders do not make clear what pupils should learn and when. This means that pupils do not get taught subject-specific knowledge consistently well.

Teachers support pupils to explain their understanding and to learn from mistakes.

In mathematics, teachers help pupils to build on prior learning. However, Year 6 pupils' end-of-year outcomes in reading, writing and mathematics in 2022 were low. As a result, leaders have prioritised these subjects for improvement.

For instance, teachers check for gaps in pupils' understanding more regularly. Leaders have also made staff training a priority. Teachers have secure subject knowledge across the curriculum.

As a result, pupils are starting to build secure knowledge in most subjects.

Leaders ensure that they identify and meet the needs of pupils with special educational needs and/or disabilities (SEND) carefully. This includes working closely with external professionals.

Teachers adapt lessons for pupils with SEND appropriately, including through the effective use of resources.

In early years, staff support children with a positive environment and purposeful learning opportunities. They help children to follow routines well.

As a result, children show high levels of concentration and resilience when working on their own and others. Adults support children to become inquisitive learners. This continues as they move up the school.

Adults support pupils to work independently. For example, Year 5 pupils did their own research about the Ancient Egyptians. Typically, pupils contribute to their lessons with enthusiasm.

Staff support pupils to behave well by following the school's behaviour approach consistently. This helps pupils to remain focused in lessons and not disrupt learning.

Leaders have made sure that reading is a priority.

They have invested in a programme to deliver phonics and have made sure that all staff have received training. Leaders have a comprehensive overview of phonics teaching and the progress that each pupil makes. Regular checks of pupils' early reading ensure that no pupils fall behind.

Adults provide additional support to pupils who are not as confident with their reading. Staff promote a love of reading. For instance, adults read with enthusiasm during daily story times.

They use a wide range of high-quality texts to support pupils' reading.

Leaders promote pupils' wider development carefully. They provide pupils with an abundance of visits throughout the year.

Leaders support pupils so that a majority of them attend the wide range of clubs on offer. They help to develop pupils' interests and talents positively. Staff encourage pupils to take on responsibilities throughout the school.

Staff are overwhelmingly positive about working here. They feel extremely well supported by all leaders. They said that leaders helped their workload to be manageable.


The arrangements for safeguarding are effective.

Leaders are relentless in their approach to safeguarding all pupils. They have put rigorous systems in place so that all staff are confident in reporting concerns however small.

Leaders have an excellent understanding of their local context and the challenges their families face. They work closely with external agencies to ensure every family receives the support they need. They work closely with families to provide them with timely support.

Pupils are taught how to keep safe in a variety of contexts. They all have a member of staff to speak to if they are concerned about anything.

What does the school need to do to improve?

(Information for the school and appropriate authority)

• Leaders have not made sure that they have identified the key knowledge that they want pupils to know and remember in every subject.

As a result, pupils' subject-specific knowledge and understanding are not developed deeply. Leaders must ensure that important content is identified precisely across all subjects. ? Outcomes for pupils in Year 6 last year were low.

Too many pupils moved on to secondary school at a below-age-related baseline in reading, writing and mathematics. Leaders must ensure that the changes they have made to the curriculum are fully implemented so that outcomes for all pupils improve quickly.


When we have judged outstanding, we will then normally go into the school about once every four years to confirm that the school remains outstanding.

This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school would now receive a higher or lower grade, then the next inspection will be a graded inspection, which is carried out under section 5 of the Act.

Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

This is the first ungraded inspection since we judged the school to be outstanding in May 2017.

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