Fleet Wood Lane School, located in Fleet, Spalding, Lincolnshire, underwent an inspection on January 23 and 24, 2024. The overall effectiveness of the school was rated as requiring improvement, a significant decline from its previous inspection grade of good. The quality of education was also deemed to require improvement, while behaviour and attitudes, as well as personal development, were rated as good. Leadership and management, along with early years provision, were found to require improvement.
Most pupils enjoy attending Fleet Wood Lane School, feeling safe and supported by staff. They engage positively with peers across different age groups, and the school environment is generally calm and orderly. A new behaviour policy has been effective for most students, fostering respect among pupils and staff. The school encourages participation in community events, enhancing pupils' understanding of safety and outdoor experiences. However, the curriculum lacks sufficient planning and delivery in certain subjects, impacting pupils' learning effectiveness.
The school is currently undergoing changes to its curriculum to ensure a structured and ambitious program across subjects. While mathematics instruction is logically sequenced, there are concerns regarding pupils' problem-solving and reasoning skills. Recent improvements in English have led to better discussions about texts and a focus on spelling and grammar, although consistency in written work quality remains an issue. New curriculums in other subjects have been introduced, but the transition has not adequately considered pupils' prior knowledge, leading to gaps in understanding.
Support for pupils with special educational needs and disabilities is inconsistent, with the curriculum not always adapted to meet their needs effectively. Reading instruction begins as soon as pupils join the school, but those who struggle do not receive the necessary support to catch up, which hampers their progress. Early years children engage well with learning activities, but the curriculum lacks careful planning to ensure progressive learning.
The school has made strides in improving attendance, with most pupils attending regularly. Pupils are educated on mental and physical health, tolerance, and respect for others, although their understanding of different cultures and British values is somewhat simplistic. Staff generally enjoy working at the school, but some feel unsupported in their roles. While parental views are increasingly positive, there are still concerns about whether their feedback is adequately considered.
Support from the local authority is aiding the school's improvement efforts, and governors are committed to their roles. However, their understanding of the school's strengths and areas for improvement is overly optimistic. The safeguarding arrangements in place are effective, ensuring the safety and well-being of pupils.
To improve, the school must ensure that the curriculum in foundation subjects builds on prior knowledge and is implemented consistently. The needs of pupils with special educational needs must be better identified and addressed. Additionally, support for struggling readers needs to be more focused and frequent. The school should foster a collaborative culture among all stakeholders to work towards common goals and ensure that governors have the necessary knowledge to hold the school accountable for its improvement efforts.
