Fenstanton and Hilton Primary School, located in Cambridgeshire, has recently undergone an inspection on December 13 and 14, 2023, resulting in an overall effectiveness rating of good. The school has shown significant improvement since its previous inspection, which rated it as requiring improvement. The quality of education, behavior and attitudes, personal development, leadership and management, and early years provision have all been rated as good.
Pupils at the school express enjoyment in attending and demonstrate happiness in their learning environment. They maintain positive relationships with staff, who are perceived as supportive and approachable. This supportive atmosphere fosters a sense of safety and confidence among students, who are aware of whom to approach with any concerns. The school’s updated values of community, determination, and integrity resonate with the pupils, who strive to meet the high expectations set by the leadership. The curriculum is designed to be engaging, ensuring that pupils are well-prepared for their next educational phase.
Behavior within the school is generally good, with pupils understanding the behavior management strategies in place. This contributes to a calm and focused learning environment. The school promotes respect and understanding of diversity, which is reflected in the pupils' interactions with one another. Parental feedback indicates a high level of satisfaction with the school’s ethos and its support for children's well-being and learning experiences.
The school has developed an ambitious curriculum that is well-structured, allowing pupils to build on their prior knowledge. The reading curriculum is particularly noteworthy, with effective phonics instruction in place that enables pupils to progress quickly in their reading abilities. Staff are attentive to the needs of pupils who struggle with reading, providing necessary support to foster a love for reading through various resources, including the school library.
Teachers are well-equipped to deliver the curriculum, thanks to clear planning and training. Regular recaps of previous learning help reinforce knowledge retention. However, there are instances where the curriculum is not adapted promptly enough to challenge pupils, leading to repetition of familiar content. This inconsistency can hinder the pace of learning for some students.
Pupils with special educational needs and disabilities are included in the same curriculum as their peers, and the identification process for these pupils has improved. Most receive appropriate support, although there are occasional inconsistencies in the guidance provided, which can affect their progress.
The school has established clear routines that support effective learning, particularly in the early years, where children engage well in both structured and independent activities. While behavior generally meets high expectations, there are moments during unstructured times when it may not. Staff address these issues promptly.
The personal, social, health, and economic education curriculum aids pupils in understanding healthy relationships and fundamental British values. Opportunities for pupils to take on responsibilities, such as through a prefect program, are available, although there is recognition that more extracurricular opportunities were present before the pandemic.
The leadership team is focused on enhancing the quality of education, and staff report feeling well-supported in their roles. The arrangements for safeguarding are effective, ensuring a safe environment for all pupils. The school acknowledges areas for improvement, particularly in the consistent delivery of support for pupils with special educational needs and in the implementation of the revised curriculum. Overall, Fenstanton and Hilton Primary School demonstrates a commitment to continuous improvement and the well-being of its pupils.
