Farnham Green Primary School, located in Ilford, Essex, underwent its first inspection since becoming an academy in September 2017. The inspection, conducted from December 3 to 4, 2019, resulted in an overall effectiveness rating of good across various categories, including the quality of education, behavior and attitudes, personal development, leadership and management, and early years provision. The school has made significant strides since its previous inspection in 2016, where it was deemed to require improvement.
Pupils express a strong sense of belonging and happiness at the school, attributing this to the genuine interest shown by adults in their well-being and learning. The school environment is characterized by high expectations, safety, and mutual respect among pupils and staff from diverse backgrounds. Bullying is rare, and when it occurs, it is effectively addressed by staff. The school promotes a range of extracurricular activities, particularly in sports and arts, which contribute to a well-rounded educational experience.
The quality of lessons is noted to be engaging and enjoyable, particularly in the early years and in Years 5 and 6. Teachers employ interesting activities that facilitate quick learning. However, there are concerns regarding the clarity of instructions and the progression of work in Years 3 and 4, where some pupils struggle to grasp concepts due to insufficient explanation or lack of connection to prior knowledge. For instance, in mathematics, some students found certain tasks too easy while others were confused.
The early years provision is particularly strong, with staff effectively helping children develop their language skills. The phonics program has been reviewed and improved, leading to most pupils becoming proficient readers by the end of Year 2. Nevertheless, there is a need for more writing opportunities that incorporate phonics knowledge in Reception and Year 1.
While leaders have made commendable efforts to develop ambitious plans across various subjects, some areas, such as geography, design technology, and music, lack coherent planning. This has resulted in gaps in pupils' understanding in these subjects. Although pupils enjoy music lessons, opportunities to learn and play instruments are limited. Leaders are aware of these issues and have initiated plans for improvement.
Pupils with special educational needs and disabilities receive good support, and disadvantaged pupils thrive due to tailored assistance. The school fosters a respectful atmosphere where pupils are eager to learn, leading to minimal disruptions during lessons. The leadership team is recognized for its effective management, with parents, pupils, and staff acknowledging the school's progress over recent years. Trustees and governors play an active role in supporting the school, ensuring accountability and monitoring improvements.
Communication with parents is generally strong, although some parents have expressed concerns about the timeliness of responses when issues arise. The safeguarding measures in place are effective, with a focus on pupil safety and well-being. Staff are well-trained in child protection, and the school environment is secure.
In summary, Farnham Green Primary School has demonstrated significant improvement and effectiveness in various areas since its last inspection. While there are areas for growth, particularly in the clarity of instruction and curriculum planning in certain subjects, the overall environment is positive, fostering a love for learning and respect among the school community. The leadership is committed to continuous improvement, ensuring that all pupils receive a high-quality education.
