Fircroft Primary School

Inspection of Fircroft Primary School Fircroft Road, Tooting Bec, London SW17 7PP

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Inspection dates: 22 and 23 October 2024

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The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Early years provision Good Previous inspection grade Requires improvement 22 and 23 October 2024

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What is it like to attend this school?

Pupils proudly follow the school motto of ‘confident, creative, community’ and are safe and happy at the school. They know that bullying is rare and, if it happens, it will be swiftly dealt with. If they have any concerns, there is a trusted adult who will listen to them and help them if necessary.

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What is it like to attend this school?

Pupils’ behaviour is exemplary. They play very sensibly together in the playground and are polite and respectful to each other and to staff. Pupils are enthusiastic in class, keen to learn and eager to discuss what they know.

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What is it like to attend this school?

Leaders have high expectations for all pupils, including pupils with special educational needs and/or disabilities (SEND). They have designed a curriculum that is well thought out and considers the needs of pupils with SEND. Pupils are well prepared for the next stage of their education and, overall, they achieve well.

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What is it like to attend this school?

The school wants pupils to have rich experiences to broaden their knowledge of and outlook on the world. Pupils can join after-school clubs such as football, drama, and gymnastics. They enjoy trips to museums, places of worship and the theatre. Pupils are proud of the way they contribute to the school. For example, the ‘play leaders’ support younger children in the playground.

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What does the school do well and what does it need to do better?

Pupils start learning to read as soon as they join the school. Staff have been well trained to deliver the phonics programme. They carefully check the letters and sounds that pupils know and ensure that, if any pupils fall behind, they receive the support they need to catch up. Pupils read books matched to their ability. The school fosters a love of reading in different ways. For example, there is a ‘we love reading’ session for the whole school every week.

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What does the school do well and what does it need to do better?

Teachers receive training to ensure that the curriculum is delivered effectively. Leaders have ensured that the curriculum develops and progresses pupils’ knowledge from the early years to Year 6. For example, in geography in Reception, pupils learn about the local area and significant buildings. This prepares them for learning about wider London in Year 1, including visiting landmarks such as the London Eye. By Year 4, pupils have progressed to discussing the different kinds of tectonic plates found in the earth.

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What does the school do well and what does it need to do better?

In many subjects, pupils can confidently recall and build on their prior knowledge. For example, in history, pupils can identify the similarities between the different empires they have studied. In science, pupils can recall their work on seasons and can link this to their current topic of the weathering of rock. Pupils achieve well. They leave the school well prepared for secondary school.

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What does the school do well and what does it need to do better?

Teachers summarise previous knowledge with pupils and check on what pupils know. However, at times, this is not done consistently well. This means that, sometimes, teachers do not have an accurate picture of pupils’ progress. 22 and 23 October 2024

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The school identifies the needs of pupils with SEND as swiftly as possible. Staff help pupils to understand and engage with their learning and work well with their peers. This means that pupils with SEND are supported effectively to learn the curriculum.

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Pupils’ behaviour, in classrooms and around the school, is a pleasure to witness. The school follows a consistent behaviour policy, including a traffic light system to monitor and manage pupils’ conduct. Positive behaviour is celebrated through regular assemblies, reinforcing a culture of respect. The school is doing all it can to ensure pupils attend school on time and regularly. This includes the staff being on the gate, letters being sent to parents and carers and support for parents who are struggling where necessary.

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The enrichment of pupils’ education and their personal development is a strength of the school. The school encourages pupils to be inspired by the wider world. For example, visitors such as poets, palaeontologists and polar explorers let the children know how their learning can open doors in their future lives. Pupils enjoy talking about the school trips and clubs and the way they contribute to the school and the community. For example, the school’s choir sings at a local Christmas fair, and the eco-team raised money to adopt a polar bear.

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Staff feel supported by leaders, including governors. They know leaders consider their well-being and workload. Subject leaders receive time and training to help them carry out their role. A huge majority of parents are positive about the work of the school. They appreciate the hard work of the leaders and staff, and the caring and supportive environment at the school. Governors know the school extremely well. They offer support and challenge in key aspects of the school’s work.

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Safeguarding

The arrangements for safeguarding are effective.

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(Information for the school and appropriate authority)

 In some subjects, staff do not check carefully enough what pupils learn and remember. In these instances, pupils do not consistently develop the same depth of knowledge and understanding as they do in other subjects. The school should ensure that pupils’ learning is checked consistently well across the curriculum to identify any errors or misconceptions in pupils’ learning.

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How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View 22 and 23 October 2024

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when deciding which schools to inspect, when to inspect them and as part of their inspection.

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The Department for Education has further guidance on how to complain about a school.

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Further information

You can search for published performance information about the school.

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Further information

In the report, 'disadvantaged pupils' is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 22 and 23 October 2024

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School details

Appropriate authority The governing body

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School details

Dates of previous inspection 29 and 30 June 2022, under section 5 of the Education Act 2005

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Information about this school

 The school uses one registered alternative provision for a small number of pupils.

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Information about this inspection

The inspectors carried out this graded inspection under section 5 of the Education Act 2005. During a graded inspection, we grade the school for each of our key judgements (quality of education; behaviour and attitudes; personal development; and leadership and management) and for any relevant provision judgement (early years and/or sixth form provision). Schools receiving a graded inspection from September 2024 will not be given an overall effectiveness grade.

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Information about this inspection

 Inspections are a point-in-time evaluation about the quality of a school’s education provision.  Inspectors discussed any continued impact of the pandemic with the school and have taken that into account in their evaluation of the school.  To evaluate the effectiveness of safeguarding, the inspectors: reviewed the single central record; took account of the views of leaders, staff, and pupils; and considered 22 and 23 October 2024

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the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspectors spoke with the headteacher, senior leaders and subject leaders. They also held meetings with the members of the governing body and a representative from the local authority.  The inspectors carried out deep dives in these subjects: early reading, mathematics, science, and history. For each deep dive, the inspectors discussed the curriculum with subject leaders, visited a sample of lessons, spoke with teachers, spoke with pupils about their learning and looked at samples of their work.  The inspectors also spoke with groups of staff and pupils and looked at samples of pupils’ work in other subjects.  The inspectors considered the responses to Ofsted’s online surveys completed by parents and staff.

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Inspection team

Eleanor Ross, lead inspector His Majesty’s Inspector

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Inspection team

Karen Kent His Majesty’s Inspector 22 and 23 October 2024

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achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

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