Fen Drayton Primary School, located in Cambridge, has received a positive inspection report, reflecting its overall effectiveness as good. The school has established a strong reputation within the local community, fostering a sense of pride among its pupils. The environment is characterized by politeness and respect, with students feeling safe and supported, which contributes to their enjoyment of learning. The school maintains high expectations for all pupils, including those with special educational needs and disabilities. Established routines in early years education promote attentive listening and idea sharing, leading to engaged and well-behaved learners.
Pupils particularly enjoy reading, actively participating in their learning by independently exchanging books from a well-resourced library. The school encourages leadership skills, with older students taking on responsibilities that enhance their community spirit. For instance, Year 6 pupils assist in maintaining the school environment, while Year 5 pupils lead sports activities during lunch. The newly formed school council provides valuable input on school improvements, demonstrating the school’s commitment to student voice.
Since the last inspection, the school has implemented an effective curriculum that clearly outlines what pupils will learn and when. This curriculum includes essential subject-specific vocabulary, and the early years curriculum is well-aligned with key stage one, resulting in high-quality work and good achievement among pupils. However, some curriculum leaders are new to their roles, which has led to inconsistencies in assessment processes in certain foundation subjects. While class teachers can identify gaps in pupils' knowledge, subject leaders have not yet fully utilized this information to adapt the curriculum accordingly.
The careful planning of the curriculum generally supports effective lesson delivery, with staff demonstrating strong subject knowledge. This enables pupils to build on their existing knowledge progressively. However, there are inconsistencies in the teaching of writing across the curriculum, leading to some pupils experiencing gaps in their grammar knowledge. This inconsistency can hinder their progress in written work.
Early reading instruction begins in Reception, where children quickly learn sounds through effective phonics delivery. Staff are proactive in identifying pupils who may fall behind and provide necessary support to ensure they keep pace with their peers. The diverse range of books used in guided reading broadens pupils' awareness of various issues, including diversity, and encourages them to engage in community initiatives.
The school has established effective processes for identifying additional needs among pupils, ensuring that those with SEND receive appropriate support. Positive attitudes towards learning are evident, with clear expectations and routines set from the beginning. High attendance levels are maintained through robust systems that address any concerns promptly, and the school offers support to families to improve attendance when necessary.
The personal, social, and health education program is well-structured, helping pupils understand discrimination and fostering a belief in equality. The governing body is committed to ensuring a high-quality education, providing effective support and challenge based on an accurate understanding of the school’s performance.
While the school demonstrates many strengths, there are areas for improvement. In some foundation subjects, assessment is not consistently used to inform curriculum development, which may leave certain areas unaddressed. Additionally, a more uniform approach to teaching writing across the curriculum is needed to ensure all pupils make effective progress. Overall, Fen Drayton Primary School is a supportive and well-regarded institution that prioritizes the educational and personal development of its pupils.
