The Mawney Foundation School, located in Romford, Essex, has been recognized as a good school following its inspection on January 29-30, 2020. The school fosters a positive and inclusive environment where pupils express happiness and enthusiasm for learning. All students, including those who are disadvantaged or have special educational needs and disabilities, feel included in this supportive community. Parents and carers appreciate the school's commitment to effective communication, with regular updates on pupils' work shared through digital platforms. The school has garnered strong support from parents, who report that their children are safe and well cared for.
The emphasis on mental health and well-being is evident, with mindfulness lessons and the presence of a therapy dog, Rosie, contributing to pupils' self-confidence and self-esteem. High expectations for behavior are maintained, resulting in calm and purposeful lessons. Pupils engage positively in their learning and enjoy a variety of extracurricular activities, with bullying being rare and addressed promptly when it occurs.
The curriculum at Mawney Foundation School is designed to be engaging and enjoyable, rich in practical activities that enhance knowledge and skills. Staff demonstrate strong subject knowledge, and pupils are motivated and enthusiastic learners. The school council and other student representatives contribute positively to school life, reflecting the value placed on pupil voice.
Reading is prioritized across the curriculum, with daily reading sessions and effective phonics instruction. Younger pupils are confident in their reading abilities, supported by a wide range of books tailored to their learning needs. However, there is a need for greater opportunities for Reception Year children to apply their phonics knowledge in writing to better prepare them for Year 1.
Mathematics is a notable strength, with pupils demonstrating confidence in their number skills and problem-solving abilities. The structured approach to teaching ensures that pupils retain knowledge and build on previous learning. In contrast, the history curriculum lacks clarity in content sequencing, which affects pupils' ability to recall prior learning. This issue is also present in geography, design technology, and art, where leaders need to establish clearer content and structure.
The school effectively supports pupils with special educational needs, ensuring they receive the necessary therapeutic and educational assistance. Staff are well-trained and provide strong support, contributing to a positive working environment where teachers feel valued and appreciated.
Safeguarding measures are robust, with all staff trained to recognize and respond to potential risks. The school has established a strong safeguarding culture, with pastoral teams familiar with the families they serve. Pupils are educated on staying safe in various contexts, including online safety and awareness of community risks.
To improve, the school should focus on providing more systematic opportunities for Reception Year children to apply their phonics knowledge in writing. Additionally, leaders need to clarify the intent and structure of the history, geography, design technology, and art curricula to enhance knowledge retention. The school is already taking steps to address these areas, indicating a commitment to continuous improvement. Overall, the Mawney Foundation School continues to provide a good educational experience for its pupils, preparing them well for their future educational journeys.
