Ofsted conducted a short inspection of Fairlop Primary School on 1 May 2019, with the findings indicating that the school continues to maintain a good quality of education since its last inspection in July 2015. The leadership team, under the guidance of Headteacher Jennifer Berriman, has effectively identified improvement priorities and ensured that all stakeholders understand the necessary steps to build on the school’s strengths. The new leadership structure has enhanced leadership capacity, allowing senior leaders to collaborate effectively with middle leaders in curriculum teams, fostering skill development and contributing positively to school improvement.
Staff members have expressed appreciation for the well-planned approach to school improvement, which provides them with the time needed to implement new practices. The extensive training and professional development opportunities offered by leaders have been well-received, resulting in overwhelmingly positive feedback from staff regarding the support they receive. The governing body demonstrates a strong understanding of the school’s priorities and holds leaders accountable effectively. They conduct annual skills audits to ensure they possess the necessary expertise and utilize regular visits and committee meetings to monitor pupil safety and the progress of improvement priorities.
Safeguarding measures at the school are robust, with leaders implementing rigorous processes to address concerns and ensure pupil safety. Staff are well-informed about their safeguarding responsibilities and receive regular training. The school collaborates effectively with external agencies, ensuring timely responses to concerns. The monitoring of vulnerable pupils is thorough, and pupils feel safe and supported, with adults they trust looking after them. The curriculum includes lessons on safety, with recent presentations from the police addressing local issues such as gang culture.
The inspection focused on three key areas to assess the quality of education. The first area examined was the effectiveness of mathematics teaching for the most able pupils, particularly those who are disadvantaged. Leaders recognized the need to enhance pupils’ understanding of mathematics through improved vocabulary and language skills. The early years curriculum effectively prepares children for key stage one, where they are challenged to apply their skills in problem-solving. Most able disadvantaged pupils demonstrate strong outcomes, with their performance exceeding the national average.
The second area of focus was the achievement of most able pupils in writing during key stage one. Leaders identified this as an area for improvement, and evidence shows that most able pupils are making strong progress and producing high-quality work. The emphasis on developing spoken language in preparation for writing has been beneficial, and pupils in Year 1 achieve well in the national phonics screening check.
The final area of inquiry was how well pupils apply their writing skills across the curriculum. While writing in literacy lessons is strong, leaders recognize the need for improvement in writing quality across all subjects. Actions have been implemented to address this, with evidence of positive impact in some areas, particularly in upper key stage two, where pupils have had more time to practice their skills. The focus on language development has encouraged pupils to use subject-specific vocabulary effectively in their writing.
In conclusion, the inspection highlighted the need for leaders to ensure that the high-quality writing outcomes seen in literacy are reflected across the entire curriculum. The school has demonstrated a commitment to continuous improvement, with effective leadership and a supportive environment for both staff and pupils. The positive feedback from the inspection reflects the school’s ongoing efforts to provide a high standard of education and support for all its students.
