Fowlmere Primary School, located in Hertfordshire, has undergone an ungraded inspection on February 28, 2023, and has maintained its overall judgment of good. However, the evidence suggests that if a graded inspection were conducted now, the results might not be as favorable. Inspectors recommend that the next inspection should be a graded one. The school environment is described as safe, with pupils expressing appreciation for the positive relationships they have with adults. They enjoy attending school, engaging with friends and teachers, and report that bullying is rare, with adults addressing any incidents promptly.
In most lessons, pupils demonstrate good behavior, which facilitates effective learning. However, there are instances where learning does not align well with pupils' needs, leading to distractions. Staff are quick to intervene and help pupils refocus. Recent changes in staffing and leadership have resulted in lowered expectations for pupil achievement, but this is being addressed, particularly in mathematics and early reading, where higher expectations are now in place.
Pupils benefit from opportunities to develop leadership skills, such as serving as school ambassadors in various areas. They take pride in helping others and contributing to the school community. The curriculum is effectively planned and implemented in areas where it works well, with leaders understanding what pupils need to learn. For instance, in mathematics, the sequencing of topics helps pupils build on prior knowledge, leading to successful outcomes. Lessons are well-structured, and teachers are confident in delivering the content.
However, in some subjects, the curriculum lacks effectiveness, resulting in pupils not achieving their potential. Leaders have not ensured that essential knowledge and skills are clearly mapped out, leaving teachers unclear about what pupils need to learn. Consequently, pupils do not consistently receive enough opportunities to practice and reinforce key concepts, leading to gaps in their understanding.
Assessment practices are improving but are not yet effective across all subjects. In weaker areas, assessments fail to identify gaps in understanding and are not utilized effectively to support pupil achievement. Since September, leaders have prioritized early reading, with children in the Reception Year receiving phonics instruction and showing enthusiasm for reading. They read books that correspond to their phonics knowledge and are generally well-supported to catch up if they fall behind. However, inconsistencies in phonics teaching have left some pupils less confident in their reading abilities.
Older readers enjoy their daily reading sessions, but the reading curriculum lacks sufficient planning to broaden the range of books pupils encounter over time, which affects their readiness for future education stages. The early years curriculum is appropriate, supporting children in developing key skills, particularly in language and communication.
While low-level disruption occurs in lessons, it is not frequent. Occasionally, teachers do not employ effective strategies, leading to restlessness among pupils. Leaders have focused on identifying support for pupils with special educational needs and disabilities, providing guidance for staff. However, inconsistent application of this guidance means some pupils with SEND do not achieve as well as they could.
Leaders have prioritized personal development opportunities, fostering pupils' spiritual growth and sense of responsibility. Pupils speak positively about their experiences, including trips and extracurricular activities. Governors and leaders are aware of the school's strengths and challenges, including high staff turnover, and most staff and parents express positive views about the current leadership. The safeguarding arrangements are effective, with staff trained to identify and report concerns about pupil safety. Pupils learn about safety, including online safety and community security, and adults undergo appropriate checks before working at the school. Overall, while Fowlmere Primary School has strengths, there are areas for improvement that need to be addressed to enhance pupil outcomes and experiences.
