Fulston Manor School, located in Sittingbourne, Kent, underwent an inspection on November 14 and 15, 2023. The overall effectiveness of the school was rated as requiring improvement, with specific areas of strength and weakness identified. The quality of education was also deemed to require improvement, while behaviour and attitudes, personal development, leadership and management, and sixth-form provision were rated as good.
The executive headteacher, Susie Burden, leads the school, which is part of the Fulston Manor Academies Trust. The school is characterized as a kind and supportive environment where pupils feel safe and happy. Leaders maintain high expectations for pupil behaviour, although instances of low-level disruption were noted, particularly in key stage three. Staff are dedicated to helping pupils achieve, recognizing the importance of education for future success. However, the curriculum is not consistently delivered, impacting the quality of learning.
Pupils express a sense of belonging to the Fulston family and take pride in their school, while also being aware of areas needing improvement. The personal development curriculum effectively prepares pupils for adult life, ensuring they understand consent and their identity. The school offers a rich array of extracurricular activities, which are well-planned and well-attended, particularly by disadvantaged pupils. Careers education is robust, encouraging many students to pursue further education beyond the age of sixteen.
The school provides a broad range of subjects that exceed national curriculum requirements, with an increasing number of pupils entering for the English Baccalaureate. The sixth-form curriculum is extensive and tailored to student needs. While teachers are generally well-equipped to deliver the curriculum, there are concerns regarding the depth and breadth of knowledge pupils acquire. The focus on preparing for GCSE examinations sometimes overshadows the development of lifelong learning skills.
Support for disadvantaged pupils, including those with special educational needs, is variable, and staff may lack clarity on how to assist these students effectively. Consequently, not all disadvantaged pupils catch up with their peers as quickly as needed. Efforts to support weaker readers are ongoing, with additional help provided for those requiring phonics instruction.
Positive relationships among pupils contribute to a supportive atmosphere, with rare instances of bullying or inappropriate behaviour. Leaders are actively working to improve attendance, particularly for persistent absentees. Staff morale is high, with a collaborative approach to workload management and professional development positively impacting teaching quality.
The sixth form is well-regarded, attracting students from other schools. High standards of work and low dropout rates reflect the effectiveness of the sixth-form provision. Students demonstrate independence and knowledge retention, preparing them well for future opportunities, including applications to prestigious universities and high-quality apprenticeships.
Governors and trustees are confident in their roles, understanding the school's operations through training and engagement. They hold leaders accountable for educational quality. Safeguarding arrangements are effective, ensuring a safe environment for all pupils.
To improve, the school must ensure that the curriculum consistently identifies essential knowledge for pupils, enabling them to develop a deep understanding across subjects. Learning should focus on long-term educational goals rather than solely on examination preparation. Additionally, the school should enhance its assessment practices to better match teaching to pupil needs, ensuring a secure and comprehensive knowledge base over time.
